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    Fundamental Skills 3

     

    Cognitive analysis for students from 4th grade to adults

    Author: Isauro Blanco - Habilmind Team

  • What is this test for?

    It is a cognitive analysis of the fundamental skills that influence student learning.


    Aimed to students from 4th grade of elementary school to adults.

  • HF3 selects the most important intellectual skills​

    In this test we have selected skills that we can group into:

    • Logical-verbal reasoning skills
    • Logical-mathematical reasoning skills
    • Basic reading skills
       
  • Analyzed indicators

    Logical-verbal reasoning skills

    Abstract: Learning depends fundamentally on verbal reasoning skills, as all information is processed through language presented in oral or written form.
     

    The three skills we measure in this group are:

    • - Vocabulary: the student who has a reduced vocabulary is limited to process information and therefore his learning is reduced.
    • Basic Comprehensive Reading: reading comprehension is achieved by the adequate relationship of the words to obtain the central idea of a paragraph.
    • Traking of Comprehensive information: comprehensive information tracking and handling occurs when a student is able to relate different paragraphs of a reading to obtain the meaning of an entire text or to follow an instruction.

    Implications of poor logical-verbal reasoning:

    Basically difficulties to:

    • Understand a text
    • Understand an explanation
    • Understand the sentence of a problem

    Logical-mathematical reasoning skills

    The second pillar of fundamental learning is mathematical reasoning, which affects not only the handling of mathematics and its applications in science, but also has repercussions on abstract reasoning: induction, deduction, implications, management of general symbolic information.

     

    The three skills we measure in this group are:

    • - Capturing mathematical facts: The ability to capture arithmetical facts is the first step to the proper learning of the four arithmetic operations.
    • Mathematical Critical Judgment: This is the ability to correctly decide what concepts are needed and in what order they should be used to solve non-verbal mathematical problems.
    • Mathematical Challenge Solving: This skill allows us to know if students can solve advanced non-verbal arithmetic problems using their mathematical mechanization skills.
       

    Implications of poor logical-mathematical reasoning:

    Difficulties in all subjects related to mathematics and abstract reasoning in general.

     

    In the current context, having low logical-mathematical skills can greatly condition the future of the student.
     

    Basic reading skills

    We measure the skills that condition reading because this is the fundamental tool for long-term learning; its roots are in primary school and its gradual and systematic development is very important.


    The three skills that we measure in this group are:

    • Visual capture of information: 80% of the information we process is captured by the visual channel. Therefore, it is essential to know the accuracy and quality of this capture.
    • Visual discrimination: This skill affects the speed of reading by detecting known words and associating the unknown ones with patterns previously installed in the mind. In addition, it has an important impact on spelling and the capture of differences and similarities.
    • Speed in word recognition: Fluent, fast and accurate machine reading conditions reading comprehension.

    Implications of poor reading skills:

    The difficulties that a student with low reading skills may present are multiple:

    • Difficulties in studying.
    • Difficulties in concentrating on reading.
    • Preference for screen stimuli over written text.
    • Slowness in learning.
       
  • Interpretation of results

    I've already applied the test. Now it's time to review the results and take action based on them.

    We'll help you with that.

  • Access to group results

    Once you access the platform, click on the test and follow the instructions in the image.

    Find the group you want to see the result of

    Analyze the group's results

    Keep in mind the legend of the acronym of each skill:


    - CUM Vocabulary - CRM Basic Comprehensive Reading - CSM Extensive Information Tracking - CSS Mathematical Fact Collection - ESS Mathematical Critical Judgment - NSS Solving Mathematical Challenges

    - CUF Visual Capture - EUF Visual Discrimination - NTS Fast and Accurate Reading

    1. Course 
    2. Group
    3. Skills with worse results: locate the skills of your group with worse results, in this case CUM (vocabulary) and CSS (mathematical fact finding)
    4. Skills with worse results: locate the skills of your group with worse results, in this case CSS (mathematical fact finding)
    5. Skills with better results: find the most developed skills in your group.  In this case CUF (visual capture) and NSS (mathematical challenge solving). 
    6. Find the students with the worst results: In this case "Fernanda García" or "Alejandro Muñoz" (for this demo we have generated the names through random combinations of names and surnames) 
    7. Find the students with the best results: For example "Daniel Romero", "María José Rodríguez". 
    8. Locate students who have not yet taken the test: For example "Pedro Gordillo". 
    9. You can obtain information about the maximum scores achieved in the group, the averages and the minimum scores. 

    Take a closer look at some students

    Click on the "view" option to the left of each student's name.

     
    The report gives all the information you need. We only suggest that you take the time to read it.

    It is not necessary to read all of them :-) focus on those that interest you the most or where more intervention is needed.

  • Group intervention through practical recommendations for teachers

  • Access the "Teacher's Group Report"​

    You will find that option in the menu on the left. Click and select the group you want to analyze.


    The first screen you'll see is the following:

    Browse through the tabs

    Comparison, conclusion and download

    Meet with the teachers

    Suggestions for this step:

    • Meet with the director and explain the results. Discuss the possibility of organizing a meeting with the tutors to share them, to check the needs and to agree on improvement actions. He will say yes :-) Try to get him to attend the meeting with the teachers.
    • Call the meeting with the tutors of a stage (for example elementary).
    • Send the report of his group to each tutor (in the previous point you can see how to download it).
    • Explain the reason for the meeting.

    At the meeting:

    • Share the results: Use a projector and browse the platform, results, reports, etc.
    • Ask the teachers for their students with lower results and also for those who could be of high abilities.
    • Discuss with them the practical recommendations.
    • Consensus is reached on what actions can be carried out to stimulate the whole group of students, giving priority to those that show the greatest need for intervention.
    • Try to arrange a follow-up meeting for a few months.

  • Group intervention through a cognitive stimulation program

    Research the different programs in your country.

    We propose that you value the possibility of the "Habilmente Program", since it focuses on stimulating the skills that we measure in Habilmind, but do not hesitate to look for other alternatives that will surely be very useful.

     

    You can also combine cognitive training with the improvement of social-emotional skills. You can find more information about the Achievements program here.
     

    Meet with your centre's management team

    Explain to them the results of your research and the suitability of such a program for the students of the center. Don't forget to present the results of the groups of students evaluated.

  • The skill batteries are complemented by the cognitive stimulation program Habilment

    Usually, schools perform Fundamental Skills (1, 2 and 3) and General Skills only in some cases

    The General Skills tests are performed only in the following cases:

    • Students about whom we want to obtain more precise information
    • New students, in some cases
    • Groups that change cycles (for example, those in 6th grade of primary school, before reaching secondary school).

    The General Skills tests do not have reports for parents.

    These tests can only be applied every two years

    They should not be applied every year, as students may learn to perform them.

  • Why is this test important?

    For teachers

    It is a very useful test for teachers, as it informs how students are developing cognitive skills by helping to:

    • Anticipate the level of difficulty their students may encounter in their learning.
    • Understand and address the diversity of their student group with less effort.
    • Increase the level of motivation and attention of their students.
    • Enhance skills that support lifelong learning
    • to achieve excellence and educational inclusion.
       

    For parents

    This test provides information that is highly valued by families as it allows them to:

    • Know the strengths and weaknesses of their children through the results report.
    • Stimulate from home and in a simple way the skills of their children through the practical recommendations included in the reports.
    • Obtain objective information to understand which skills may be hindering their children's academic performance.
       

    For the management team

    It is a test of great interest to the directors of educational centres, since it allows them to know how the students in their centre are developing their cognitive skills; as well as those that will allow them to achieve current learning and continue with future learning successfully.

     

    The platform offers filtered information that allows you to compare groups, courses and stages in order to:

    • Keep track of your students.
    • Obtain an overview with strategic information that will facilitate the decision-making process at a pedagogical level.
    • Make visible to families the efforts and the concern to attend to diversity in a real way.
       

    For counselors and psychologists

    This test, due to its high pedagogical value, becomes a great ally of the educational counselor, since in a simple and automatic way he/she obtains a cognitive screening of the students with the objective of:

     

    • Efficiently detecting in time and resources those students who require a more specific intervention.
    • Reducing the time of evaluation.
    • Increasing intervention time for students, families and teachers
    • obtains objective information to support teachers in their teaching activity.
    • Attending to diversity in a real and individualized way.
    • Favouring excellence and educational inclusion.
       
  • Documentation and practical details

    Foundations, manuals and evaluated areas of this test

     

    • What is the Learning Skills model? see more
    • What are the differences between this test and the intelligence tests? see more
    • Why should we evaluate skills every two years? see more
    • Do students need to know how to answer all the questions correctly? see more
     
    • Application manual: see more
    • Reports and results: see more
    • Script for the interpretation of results: see more
    • How is the model of this test? see more
    • How is the scale of this test? see more
    • What does each challenge measure? see more
    • Can school performance and test results not match? see more 

     

    Specific information about this test

    ⏳ Test duration time:

    45 minutes

     

    ⚙️ Courses on which I can apply the test:

    From 9 years old (4° grade) to the last academic year.

     

    ♻️ When can I re-evaluate:

    It is recommended to wait at least one year.

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    ×
    La información contenida en este mensaje y/o archivo(s) adjunto(s), enviada desde HABILMIND SL, es confidencial/privilegiada y está destinada a ser leída sólo por la(s) persona(s) a la(s) que va dirigida. Le recordamos que sus datos han sido incorporados en el sistema de tratamiento de HABILMIND SL y que siempre y cuando se cumplan los requisitos exigidos por la normativa, usted podrá ejercer sus derechos de acceso, rectificación, limitación de tratamiento, supresión, portabilidad y oposición/revocación, en los términos que establece la normativa vigente en materia de protección de datos, dirigiendo su petición a la dirección postal C/ FERRAZ 28 2 IZQ 28008, MADRID o bien a través de correo electrónico JOAQUIN@HABILMIND.COM Si usted lee este mensaje y no es el destinatario señalado, el empleado o el agente responsable de entregar el mensaje al destinatario, o ha recibido esta comunicación por error, le informamos que está totalmente prohibida, y puede ser ilegal, cualquier divulgación, distribución o reproducción de esta comunicación, y le rogamos que nos lo notifique inmediatamente y nos devuelva el mensaje original a la dirección arriba mencionada. Gracias