Cognitive Abilities Test (CogAT) and Iowa Assessments (IA) Test Dates for Fall 2025
- Testing Window: October 6-October 28, 2025
- Precode Collection: August 20, 2025
- Precode Online Roster Collection: September 8, 2025
- Pretest Webinar: September 9, 2025 (Paper) and September 11, 2025 (Online)
- Data Manager Training Webinars:
- Week of September 15, 2025
- Post-test Webinar: November 6, 2025
- Delivery of Data Files and Score Reports: December 4, 2025
Purpose of the Assessments
Districts are required to provide services for all gifted and talented students at the elementary and secondary levels (SC Code Ann. §59-29-170 and 2 SC Code Ann. Regs. 43-220). Students are identified for this program by demonstrating high performance ability or potential in academic and/or artistic areas. In accordance with State Board of Education regulation 43-220, the South Carolina Department of Education (SCDE) provides an aptitude and an achievement assessment for this purpose. Although the primary purpose of these assessments is to identify students for the Gifted and Talented programs, the student results can be useful to teachers as they examine their instructional practices and can help them identify teaching strategies for all students.
Test Format
Districts have the option to administer the CogAT and Iowa Assessments online. Those districts administering the assessments online should refer to "Get Your Schools Ready for Online Testing in 3 Easy Steps!" on the Riverside Microsite.
Student Identification
The identification of gifted and talented students is a multi-step process which consists of screening and referral, assessment of eligibility, and placement. The objective of the grade 2 testing program is to evaluate each student for the purpose of placement into a district Gifted and Talented program. In accordance with State Board Regulation 43-220, students must meet the criteria for two out of the three dimensions outlined in this law.
Dimension A
Dimension A (Reasoning Abilities) requires students to demonstrate high aptitude (93rd national age percentile and above) in one or more of these areas: verbal/linguistic, quantitative/mathematical, nonverbal, and/or a composite of the three. Scores on the CogAT may be used for this purpose.
Dimension B
Dimension B (High Achievement in Reading and/or Mathematical Areas) of the regulation requires that students demonstrate high achievement in reading and/or mathematical areas (94th national percentile and above) as measured by a nationally normed or statewide assessment. Scores on the Iowa Assessments (IA) may be used for this purpose.
The results from the administration of the aptitude (CogAT) and achievement (IA) tests are entered into the Gifted Identification Forms and Tasks (GIFT) software program, which identifies students who automatically qualify for a Gifted and Talented program. GIFT also identifies those students who may benefit from a secondary screening using the Performance Task Assessments (Dimension C).
Dimension C
Dimension C (Intellectual/Academic Performance) requires students to demonstrate a high degree of interest in and commitment to academic and/or intellectual pursuits or demonstrate intellectual characteristics such as curiosity/inquiry, reflection, persistence/tenacity in the face of challenge and creative productive thinking. One of the methods by which these characteristics may be demonstrated is with a score of sixteen on either the verbal or nonverbal component of the Performance Task Assessments (PTA) for grade 3 placement.
Information About the Tests
The following tests will be administered to all Grade 2 students:
| Test |
Level |
Form |
| IA |
7 |
G |
| CogAT |
8 |
8 |
The following table lists the required sections of each test, the number of items on each section and an estimated time for administration. Districts may choose to administer any of the optional tests, but the optional tests must be administered after the required tests are complete. All of the IA tests are untimed. For screening into the Gifted and Talented Program, a student must take all five tests to receive both scores in reading and mathematics.
| Required Sections of Each Test |
Number of Items |
Estimated Time |
| Reading: Picture Stories |
11 |
10 |
| Reading: Sentences |
6 |
10 |
| Reading: Stories |
18 |
25 |
| Reading Totals |
35 |
45 |
| Mathematics: Concepts |
26 |
25 |
| Mathematics: Problems |
15 |
25 |
| Mathematics Totals |
41 |
50 |
A district may decide to administer additional tests included in the Iowa Assessments that are not required for the South Carolina Grade 2 Gifted and Talented Assessment Program. There is no extra charge for this service. The district simply administers the tests of interest, and the scores for these tests will be provided automatically. Districts that wish to receive a Total Reading score must also administer the Vocabulary test, which is not required for the South Carolina Grade 2 assessment program.
All of the CogAT tests are untimed. For screening into the Gifted and Talented program, a student must take all nine tests to receive all three scores: verbal, quantitative, and nonverbal.
Verbal Battery
| Required Sections of Each Test |
Number of Items |
Estimated Time |
| Picture Analogies |
18 |
13 |
| Sentence Completion |
18 |
14 |
| Picture Classification |
18 |
13 |
Quantitative Battery
| Required Sections of Each Test |
Number of Items |
Estimated Time |
| Number Analogies |
18 |
15 |
| Number Puzzles |
14 |
15 |
| Number Series |
18 |
15 |
Nonverbal Battery
| Required Sections of Each Test |
Number of Items |
Estimated Time |
| Figure Matrices |
18 |
13 |
| Paper Folding |
16 |
11 |
| Figure Classification |
18 |
13 |
All districts will be given the opportunity, at a discounted price, to provide the CogAT and Iowa Assessments to students in grades 3 through 8 across the state. Please contact Sierra Scott, your local Riverside Insights Account Executive, at sierra.scott@riversideinsights.com or 407-362-8204 for more information.
Purpose of the Performance Tasks Assessment (PTA)
These assessments are used to identify intellectually advanced students for inclusion in gifted education programs. The purpose of the Performance Task Assessment is to identify students on Dimension C of the SBE Regulation 43-220. Students who meet the criteria for Dimension A (aptitude) or Dimension B (achievement), but not both, must take the primary level in grade 2 and/or 3 and the intermediate level in grade 4 and/or 5.
PTA Key Dates for 2025-26
- Testing Window: February 17 – March 13, 2026
- Student Data Due to Contractor: January 8, 2026
- Training for new PTCs: January 27, 2026
- Training for experienced DTCs/PTCs: January 28, 2026 (email & webinar)
- Performance Tasks Data Files Available: May 15, 2026
- Individual Score Reports Shipped to Districts: No later than May 29, 2026
Types of Test Items
The Performance Task Assessments are designed to measure a student’s ability to solve open-ended problems, and to explain solutions, in both verbal and nonverbal subtests. The PTA has both verbal and nonverbal domains. At the primary level, both the verbal and nonverbal domains have 5 items. On the primary assessment, item types include problem solving, writing, analogies, verbal relationships, and vocabulary. The types of items on the primary nonverbal include arithmetic problem solving, logic, spatial problem solving, spatial manipulation, and spatial transformation. Most of the tasks have a 15 – minute time limit although exceptions for this are noted for each task.
Manipulatives
Performance Tasks Assessment provides students with sets of manipulatives to assist them with the problem solving process for many of the items on the test.
Preteaching
Test administrators provide instructions regarding the demands of the tasks so that students understand what they are expected to do. The purpose of the preteaching is to familiarize inexperienced students with task demands and to clarify performance expectations.
Two paper copies of Individual Student Reports (ISRs) are provided to districts. These reports are shipped from the testing contractors directly to the District Test Coordinators (DTCs). DTCs are responsible for ensuring that these reports are distributed to schools and then parents as soon as possible following receipt.
Additional Information and Resources
