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If your child is taking the Cognitive Abilities Test (CAT4), you are probably trying to understand what the school is measuring and how much preparation is appropriate. CAT4 is GL Assessment’s reasoning assessment for pupils aged 6 to 17+. It is widely used in the UK and Ireland to examine verbal, quantitative, non-verbal and spatial reasoning. It is not a curriculum test, and it is not designed as a universal school admission pass or fail test.
Key takeaway: CAT4 is a UK and Ireland reasoning profile used in schools and colleges. GL Assessment strongly advises against practice ahead of the live assessment and does not endorse commercial preparation materials. The questions below are original educational exercises for light familiarity only.
The 45 questions on this page are original educational exercises. They are not CAT4 questions, are not supplied by GL Assessment, and cannot predict a CAT4 score, placement or admission decision.
What CAT4 measures and where it fits
CAT4 looks at how a pupil reasons with words, numbers, shapes and spatial information. Schools may use it to support teaching, learning discussions, benchmarking and wider educational planning. GL Assessment also links CAT4 reporting to national benchmarks and indicators that can relate to Key Stage 2, GCSE, A level and IB pathways in the UK educational context.
That context matters. CAT4 should not be described as a US gifted-program test or treated as interchangeable with assessments such as the CogAT. Both can involve reasoning-style tasks, but they have different publishers, forms, norms and local uses. A CAT4 profile is one piece of information among classroom work, attainment, language background, SEND information and wellbeing.
| Topic | Current public information from GL Assessment |
|---|---|
| Publisher | GL Assessment |
| Age range | 6 to 17+ years |
| Reasoning batteries | Verbal, quantitative, non-verbal and spatial |
| Delivery | Digital on PC or tablet, or paper |
| Typical duration | CAT4 Young Learners for ages 6-8: two 30-minute tests. CAT4 for ages 8-17+: three 45-minute tests, about 2 hours 15 minutes in total. |
| Reports | Battery and overall Standard Age Scores, with profile information |
| Practice position | GL Assessment strongly advises against practice and does not endorse commercial CAT4 practice materials. |
Schools choose when and how to administer CAT4. The exact form, level, timing, reporting and use of results can therefore vary. Confirm details with the school rather than relying on an online guide.
Levels, batteries and reporting
CAT4 is organised into level groups rather than one identical paper for every age. GL Assessment publicly identifies these product groups:
| CAT4 level group | General use |
|---|---|
| X-Y | The youngest CAT4 level group |
| A-B | Early primary-age level group |
| C-D | Primary-age level group |
| E-F | Later primary and early secondary-age level group |
| G | Older secondary-age level group |
These labels are not a substitute for the school’s decision. Age, Year group, local administration arrangements and the selected CAT4 product matter. Ask the school which level group applies if it has not been stated.
The four batteries measure different kinds of reasoning. Verbal reasoning uses words, meanings and relationships between ideas. It may ask a pupil to complete an analogy, identify a relationship or infer a word-based rule. It is not simply a spelling or vocabulary quiz, although familiarity with language can affect how accessible a question feels.
Quantitative reasoning asks pupils to use numbers and numerical relationships. Questions may involve sequences, number rules or simple transformations. The aim is to reason from the information given, rather than to reproduce a taught mathematics syllabus.
Non-verbal reasoning uses shapes, patterns and diagrams. It focuses on detecting visual rules, such as a change in colour, number, position or direction. Spatial reasoning concerns mentally moving, rotating, folding or combining shapes. It can involve two-dimensional diagrams and three-dimensional thinking. One battery result should never be read in isolation.
Standard Age Score
CAT4 reporting uses age-standardised measures so that a pupil’s result is considered against a relevant comparison group rather than raw marks alone. GL Assessment reports a Standard Age Score (SAS) for each battery and an overall mean score. An SAS is age-standardised. It is not a percentage correct and it is not an IQ diagnosis.
Stanines and percentile ranks
A stanine places a result in one of nine broad bands. It is a summary band, not a precise measure of a pupil’s ability or future attainment. A percentile rank describes the position of a result within the standardisation comparison group. For example, a percentile around 60 indicates a result at or above about 60 out of 100 pupils in that comparison group. It does not mean 60 percent of questions were answered correctly.
Reasoning profiles
A profile compares the four reasoning batteries. Relative strengths and differences may help a school plan support or challenge, especially when considered with classroom evidence. Use the school’s report and professional interpretation for decisions. GL Assessment describes CAT4 as a profile of reasoning abilities that can support teaching and learning discussions, not as a complete picture of a pupil.
Practice guidance and test day
GL Assessment says that it strongly advises against any kind of practice ahead of CAT4 and that it does not recommend or endorse CAT4 practice materials. Each live CAT4 section includes untimed practice examples so pupils can understand the format. Many schools may also discourage coaching, so the sensible first step is to follow the school’s instructions, arrive rested and read the on-screen or paper instructions carefully.
On the day itself, confirm the date, level and practical arrangements with the school. Prioritise sleep, breakfast where appropriate and a calm journey. Listen to the administrator and use the live practice examples to understand the response method. Work steadily, and if a question is difficult, follow the instructions given by the school or administrator. Avoid comparing unofficial online scores with an official SAS, stanine or percentile.
Optional third-party familiarity materials
This page offers educational familiarity only. It does not replace the school notice, GL Assessment guidance or professional interpretation of a report. If a family independently decides, after checking with the school, that it wants extra format familiarity, one third-party option is CAT4 practice materials from TestPrep-Online.
TestPrep-Online is not GL Assessment, is not affiliated with a school or admissions body, and does not provide official CAT4 questions. GL Assessment does not endorse commercial CAT4 practice materials, so any third-party pack should be treated as optional and independent familiarity support, not coaching, a score forecast or a route to a particular school outcome. Check current price, level coverage and access terms on the provider’s page before purchasing. No preparation resource can guarantee a score improvement, placement or admission result.
45 original CAT4-style reasoning questions
These exercises are for educational discussion and light familiarity only. They are grouped by battery, but they are not timed and they do not reproduce the CAT4 format, difficulty, scoring or question count. Read each explanation after attempting the item.
Verbal reasoning: questions 1-10
1. A librarian is to books as a curator is to:
A. shelves B. silence C. tickets D. exhibits
Correct answer: D Explanation: A librarian works with or organises books, while a curator works with or organises exhibits. The relationship is profession to the material managed.
2. Which word completes the relationship? “Seed is to plant as egg is to …”
A. nest B. feather C. branch D. bird
Correct answer: D Explanation: A seed can develop into a plant, and an egg can develop into a bird. Both pairs describe an early form and the living thing it can become.
3. Which word is the odd one out: whisper, shout, murmur, triangle?
A. whisper B. murmur C. shout D. triangle
Correct answer: D Explanation: Whisper, shout and murmur are ways of using the voice. Triangle is a geometric shape, so it does not belong with the other three.
4. A map is useful for finding a route. A timetable is useful for finding:
A. a departure time B. a platform C. a ticket D. a suitcase
Correct answer: A Explanation: A map helps a person find a route. A timetable helps a person find when a service is due to depart, so departure time completes the relationship.
5. “Generous” is most nearly opposite in meaning to:
A. selfish B. cheerful C. careful D. patient
Correct answer: A Explanation: Generous means willing to give or share. Selfish describes the opposite tendency, making it the closest antonym.
6. Which pair has the same relationship as “chapter : book”?
A. pencil : write B. reader : library C. cover : title D. scene : play
Correct answer: D Explanation: A chapter is a component of a book. A scene is a component of a play, so the second pair preserves the part-to-whole relationship.
7. If all lanterns give light and some lamps are lanterns, what can be concluded?
A. All lamps give light. B. Some lamps give light. C. No lamps give light. D. Some lights are lamps.
Correct answer: B Explanation: Every lantern gives light, and at least some lamps are lanterns. Those lamps must therefore give light, so “some lamps give light” follows logically.
8. A sculptor shapes clay. A baker shapes:
A. dough B. a recipe C. an oven D. a menu
Correct answer: A Explanation: A sculptor shapes clay as part of the sculpting process. A baker shapes dough when preparing baked goods.
9. Which word best completes the sentence? “Although the path was steep, the walkers remained ___ and reached the summit.”
A. silent B. narrow C. distant D. determined
Correct answer: D Explanation: The sentence states that the walkers continued despite a steep path and reached the summit. “Determined” best explains their persistence.
10. “Microscope : tiny objects” is most like:
A. clock : calendar B. camera : memory C. ruler : colour D. telescope : distant objects
Correct answer: D Explanation: A microscope is used to view tiny objects. A telescope is used to view distant objects, so the relationship is instrument to what it helps a person observe.
11. A sequence begins 5, 9, 13, 17. What is the next number?
A. 19 B. 22 C. 21 D. 24
Correct answer: C Explanation: The difference between consecutive terms is 4. Adding 4 to 17 gives 21.
12. A machine changes a number by multiplying it by 3 and then subtracting 2. What does it produce from 7?
A. 19 B. 17 C. 23 D. 12
Correct answer: A Explanation: Multiply 7 by 3 to obtain 21, then subtract 2. The machine therefore produces 19.
13. Each box holds 6 crayons. How many crayons are in 7 boxes?
A. 36 B. 42 C. 38 D. 48
Correct answer: B
Explanation: Seven boxes containing 6 crayons each hold 7 x 6 = 42 crayons.
14. Which number replaces the question mark? 2, 6, 12, 20, ?
A. 30 B. 28 C. 24 D. 32
Correct answer: A Explanation: The increases are 4, 6 and 8. Continuing with an increase of 10 gives 20 + 10 = 30.
15. A ribbon is 84 cm long. It is cut into 6 equal pieces. How long is each piece?
A. 12 cm B. 16 cm C. 18 cm D. 14 cm
Correct answer: D Explanation: Divide the total length by the number of equal pieces: 84 divided by 6 = 14 centimetres.
16. The rule for this sequence is “double the previous number, then add 1”: 3, 7, 15, 31, ?. What is the missing number?
A. 61 B. 62 C. 63 D. 64
Correct answer: C Explanation: Double 31 to obtain 62, then add 1. The missing number is 63.
17. A club collected 18 bags on Monday, 24 on Tuesday and 15 on Wednesday. How many bags did it collect altogether?
A. 47 B. 67 C. 57 D. 49
Correct answer: C Explanation: Add the three daily totals: 18 + 24 + 15 = 57 bags.
18. Which number is one quarter of 96?
A. 18 B. 24 C. 28 D. 32
Correct answer: B Explanation: One quarter means divide by 4. Ninety-six divided by 4 is 24.
19. A pattern uses 3 red tiles, then 5 blue tiles, then 7 red tiles. If the number of tiles rises by 2 each time, how many blue tiles come next?
A. 8 B. 10 C. 9 D. 11
Correct answer: C Explanation: The number of tiles rises by 2: 3, 5, 7, 9. The colours alternate red, blue, red, blue, so the next group contains 9 blue tiles.
20. A number is divided by 5 and the result is 12. What was the number?
A. 50 B. 17 C. 70 D. 60
Correct answer: D Explanation: If a number divided by 5 equals 12, multiply 12 by 5. The original number was 60.
21. A square has side length 8 cm. What is its perimeter?
A. 16 cm B. 32 cm C. 24 cm D. 64 cm
Correct answer: B Explanation: A square has four equal sides. Its perimeter is 4 x 8 = 32 centimetres.
22. The sequence 81, 72, 63, 54 follows one rule. Which number comes next?
A. 48 B. 47 C. 46 D. 45
Correct answer: D
Explanation: Each term is 9 less than the preceding term. Subtracting 9 from 54 gives 45.
23. In the following original pattern, the symbol alternates between a filled and an unfilled circle. Which option should replace the question mark?
A. filled square B. filled circle C. unfilled circle D. unfilled square
Correct answer: C Explanation: The shape remains a circle while its fill alternates filled, unfilled, filled. The next figure is therefore an unfilled circle.
24. Each figure has one more dot than the previous figure. Which option is next?
A. a square containing 4 dots B. a square containing 3 dots C. a square containing 5 dots D. a square containing 2 dots
Correct answer: A Explanation: The boxes contain one, two and three dots. Increasing the count by one gives a box containing four dots.
25. A triangle turns one quarter turn clockwise at each step. Which option comes next?
A. triangle pointing up B. triangle pointing left C. triangle pointing down D. triangle pointing right
Correct answer: B Explanation: The triangle turns clockwise from up to right to down. The next quarter turn points left.
26. In each box, the top row has two shapes. The lower shape is the one that appears in both top shapes. Which option completes the last box?
A. G B. H C. I D. GI
Correct answer: B Explanation: The lower symbol is the element shared by the two symbols above it. GH and HI both contain H, so H completes the final box.
27. The small black square moves clockwise around the corners of the large square. Which position comes next?
A. lower-left corner B. upper-left corner C. upper-right corner D. centre
Correct answer: A Explanation: The marker moves clockwise through upper-left, upper-right and lower-right. The next corner is lower-left.
28. The sequence contains a triangle, a square and a pentagon. The number of sides rises by one each time. Which shape belongs next?
A. triangle B. pentagon C. hexagon D. square
Correct answer: C
Explanation: The figures have 3, 4 and 5 sides. The next figure must have 6 sides, which makes it a hexagon.
29. In the pattern below, the shape changes from circle to square to triangle, while the shading repeats black, white, black. Which option is next?
A. unfilled circle B. filled square C. filled circle D. filled triangle
Correct answer: A Explanation: The shape sequence cycles circle, square, triangle, while the fill alternates black, white, black. The next figure returns to a circle with white fill.
30. A row of figures has 2 small lines, then 4, then 6. How many small lines should the next figure have?
A. 7 B. 8 C. 9 D. 10
Correct answer: B Explanation: The number of lines rises by 2: 2, 4, 6. The next figure contains 8 lines.
31. A large square contains two small squares. Following the same relationship, a large triangle should contain two small:
A. squares B. triangles C. circles D. rectangles
Correct answer: B
Explanation: The small shapes match the enclosing shape. A large square contains small squares, so a large triangle should contain small triangles.
32. In each step, one stripe is added and the direction alternates vertical, horizontal, vertical. What comes next?
A. four horizontal stripes B. three horizontal stripes C. four vertical stripes D. five vertical stripes
Correct answer: A
Explanation: The number of stripes increases from one to two to three, while the direction alternates vertical, horizontal, vertical. The next figure therefore has four horizontal stripes.
33. A black triangle has one dot. A black square has two dots. A black pentagon has three dots. How many dots should a black hexagon have?
A. 2 B. 5 C. 4 D. 6
Correct answer: C Explanation: A triangle with 3 sides has 1 dot, a square with 4 sides has 2, and a pentagon with 5 sides has 3. A hexagon with 6 sides therefore has 4 dots.
34. In a row of four figures, the first and third are identical, and the second and fourth are identical. The row begins with a circle, square, circle. Which figure comes fourth?
A. circle B. triangle C. square D. rectangle
Correct answer: C Explanation: The positions alternate circle, square, circle. The fourth figure repeats the second position and is therefore a square.
35. The upward arrow is rotated one quarter turn clockwise. Which direction does it face after the rotation?
A. arrow pointing right B. arrow pointing down C. arrow pointing left D. arrow pointing up
Correct answer: A
Explanation: A quarter turn clockwise moves an upward direction to the right. Down would require a half turn, and left would be a quarter turn anticlockwise.
36. A paper square has a dot near its top-left corner. The paper is turned half a turn. Where is the dot now?
A. near the bottom-left corner B. near the bottom-right corner C. near the top-right corner D. at the centre
Correct answer: B Explanation: A half turn is a rotation of 180 degrees. The top-left corner moves to the diagonally opposite bottom-right corner.
37. The stimulus is an S-shaped arrangement of four equal squares. Which option describes the same arrangement after rotation, rather than its mirror image?
A. four squares in one straight row B. the same S-shaped arrangement turned 90 degrees C. the mirror-image Z-shaped arrangement D. a solid 2 by 2 square
Correct answer: B
Explanation: Rotating the stimulus changes its direction but preserves the order in which the four squares step across the two rows. A mirror reflection reverses that step and produces a Z-shaped arrangement instead.
38. A cube has a red face opposite a blue face. If the red face is facing up, where must the blue face be?
A. on the top B. on a side next to the red face C. on the bottom D. on every side
Correct answer: C
Explanation: Opposite faces remain opposite when a cube is turned. If the red face is on top, the face opposite it must be on the bottom, so the blue face is underneath.
39. A small square starts in the top-left cell of a 2 by 2 grid. It moves one cell right, then one cell down. Which cell is it in?
A. top-left B. top-right C. bottom-right D. bottom-left
Correct answer: C Explanation: Starting in the top-left cell, one move right reaches the top-right. One move down then reaches the bottom-right.
40. A rectangle is folded in half from left to right. A hole is punched near the folded edge. When the paper is unfolded, what is most likely true?
A. There are two matching holes, one on each side of the fold. B. There is one hole at the centre only. C. The paper has no hole. D. There are four holes in every case.
Correct answer: A Explanation: Folding and punching creates a reflected pair of holes. When unfolded, one hole appears on each side of the fold at matching distances.
41. Which arrangement of six connected squares can fold to make a cube?
A. four squares in one row, with one square attached above and one below the second square B. six squares in one straight row C. a solid 2 by 3 rectangle D. two separate groups of three squares
Correct answer: A
Explanation: In option A, the four squares form the four side faces and the two attached squares can fold into the top and bottom. A straight line, a solid 2 by 3 rectangle and disconnected groups cannot form six separate cube faces without overlap or separation.
42. A right-facing arrow is reflected in a vertical mirror. Which direction does the reflected arrow face?
A. up B. left C. down D. right
Correct answer: B Explanation: A vertical mirror reverses left and right. A right-facing arrow therefore becomes a left-facing arrow.
43. A bead starts at the upper-left corner of a square path. It travels clockwise along two complete adjacent sides. Where does it finish?
A. upper-right corner B. lower-left corner C. upper-left corner D. lower-right corner
Correct answer: D
Explanation: The first clockwise side takes the bead from the upper-left to the upper-right. The second takes it down the right edge to the lower-right corner.
44. A three-dimensional block is turned so that its front face becomes its right face. Which statement is correct?
A. The front face remains at the front. B. The top face must become the bottom face. C. The old front face is now on the right. D. Every face changes colour.
Correct answer: C Explanation: The question states that the original front face becomes the right face. Rotating the block changes positions but does not change face colours.
45. Point P is reflected across the dotted vertical line. Where will its reflected point appear?
A. at the upper-right corner B. at the lower-right corner C. on the fold line D. at the same height and the same distance on the opposite side of the fold line
Correct answer: D
Explanation: Reflection across a vertical line preserves height and perpendicular distance from the line. The reflected point therefore lies directly opposite P at the same distance on the right.
Answer key
| # | Answer |
|---|---|
| 1 | D |
| 2 | D |
| 3 | D |
| 4 | A |
| 5 | A |
| 6 | D |
| 7 | B |
| 8 | A |
| 9 | D |
| 10 | D |
| 11 | C |
| 12 | A |
| 13 | B |
| 14 | A |
| 15 | D |
| 16 | C |
| 17 | C |
| 18 | B |
| 19 | C |
| 20 | D |
| 21 | B |
| 22 | D |
| 23 | C |
| 24 | A |
| 25 | B |
| 26 | B |
| 27 | A |
| 28 | C |
| 29 | A |
| 30 | B |
| 31 | B |
| 32 | A |
| 33 | C |
| 34 | C |
| 35 | A |
| 36 | B |
| 37 | B |
| 38 | C |
| 39 | C |
| 40 | A |
| 41 | A |
| 42 | B |
| 43 | D |
| 44 | C |
| 45 | D |
How to use these results
Do not convert this page’s raw total into a CAT4 SAS, stanine or percentile. The questions are original, untimed and not standardised. A low or high score here says only how the learner approached this small set of exercises on one occasion.
If a pupil found one area harder, use that observation gently. For example, it may be useful to discuss the explanation, try a different type of puzzle later, or ask the school how it uses CAT4 information. It is not evidence of a fixed strength or weakness.
FAQ
Does CAT4 have a pass mark?
There is no single public CAT4 pass mark for all schools. Schools use reports for their own educational purposes and may combine them with other information. Ask the school how, if at all, it uses CAT4 results.
Should my child practise CAT4 questions?
GL Assessment strongly advises against practice ahead of CAT4 and does not recommend or endorse commercial CAT4 practice materials. Follow the school’s guidance. The live assessment includes untimed practice examples to familiarise pupils with the question style.
What is a Standard Age Score on CAT4?
A Standard Age Score is an age-standardised result reported by GL Assessment for each battery and for the overall mean. It is not a raw score, a percentage correct or a promise of future performance.
What is the difference between a stanine and a percentile?
A stanine puts a result into one of nine broad bands. A percentile indicates a relative position in the standardisation comparison group. Neither should be interpreted without the school report and the wider picture of the pupil.
Are CAT4 levels X-Y, A-B, C-D, E-F and G school years?
No. They are CAT4 level groups. The school selects the appropriate product for its pupils and administration. Confirm the assigned level with the school.
Do the diagrams here appear in CAT4?
No. Every diagram and question on this page is an original educational example. They are only used to explain general reasoning ideas and are not official CAT4 content.