Learning is a cognitive process and cognitive skills are malleable. Therefore, measuring a student’s readiness or ability to learn is invaluable for those supporting a learner’s success. We believe these should be universally accessible.
Why a COGx Learner Profile?
COGx Learner Profile Sources
- Three critical perspectives: the learner + two others (educator + parent)
- Provides insights on the learner’s cognitive skills
- Produces subjective data on how the learner’s skills present
- Generates a clinical measurement of metacognitive knowledge and regulation
- Metacognitive strategies have a significantly positive impact on student outcomes (Hattie, 2012; Bjork et al., 2013).
- Set of short tests that are administered online
- Measures various cognitive skills
- Scientifically valid, standardized assessment providing normed percentile scores
- Recognized by many including Forbes, ETS, and Education Week
- Contact us to get started
- Pay to receive access to the assessments
- Learner, guardian and/or teacher complete Assessment 1 online
- Learner completes Assessment 2 online
- Adult supervises Assessment 3 online for learner
- COGx provides Learner Profile within 2 business days
- Age 8 – 21
- 2nd grade or higher English reading proficiency
- Can themselves, or with adult support, answer online surveys
- Has two others (e.g., guardians and/or teachers) who can fill out an online survey
- Can follow simple, multi-step instructions independently
- Has vision to read the screen independently
- Has an available adult to administer Step 5 (see Process)
- Has access to a desktop or laptop computer, external mouse, speakers, and over-the-ear headphones
In combination, the inventories, metacognitive assessment, and clinical cognitive assessment provide a holistic picture of both subjective and objective data about the learner including:
- Involve an awareness and control over one’s own learning process.
- Metacognitive knowledge and regulation provide a comprehension of the individualized learning process and the ability to monitor and control related behaviors.
- Refers to a learner’s ability to store and retrieve information.
- Encoding and retrieving long-term memories is how we accumulate knowledge and apply what we know in order to think critically and creatively.
- Facilitate the ability to monitor the learning process and monitor goal-directed behavior.
- Motivation, planning, processing-regulation, emotional-regulation, self-monitoring, and self-regulation are necessary skills in achieving learning goals.
- Help us receive, hold, and make sense of information.
- Attention, working memory, and processing speed work interdependently to integrate information, which is a critical first step in learning.