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    Battery of learning skills

    They are a group of tests that perform a cognitive analysis with a pedagogical intervention approach.

    Author: Isauro Blanco - Habilmind Team

  • What are these tests for?

    The cognitive analysis carried out through these tests allows us to understand, for example, why a student presents difficulties in the acquisition of certain knowledge.

  • "Disintegrating" intelligence

    Instead of analyzing a single factor, we analyze a multitude of indicators that together define intelligence. We follow the trend of the Guilford Intelligence Model.


    Thus, in this test, we see intelligence formed by multiple indicators. Each of them can be measured and improved.

     

    Attention: if you prefer the single factor model and a more psychological and less pedagogical test, we suggest you access EDINT.

    We have good news: intelligence can be developed

    Gone are the days when it was thought that intelligence was only inherited, immutable in time, such as eye color or hair type. Although we are born with intelligence levels, intelligence can be stimulated and improved.

    Identification of weak points at the individual level

    Habilmind has a series of tests that allow us to know the level of each of the specific cognitive skills of each student.

    And at the group level

    Knowing what the group's weaknesses are is key for the principal, counselors, and teachers. Subsequent strategies will depend on the information obtained.

    Pedagogical intervention at individual and group level

    Each report has practical recommendations for the stimulation of each specific cognitive ability.

    Three types of reports

    • Technical report: addressed to the psychologist or counsellor
    • Group report: addressed to the teacher
    • Report for parents: adapted for this profile and with encouragement recommendations at home.
  • Indicators analysed

    Vocabulary

    📌Cognition of Semantic Units (CUM)

    📋 Verbal and Logical Reasoning

     

    The mental dictionary (vocabulary) is made up of the units of language (words). The student who has a reduced vocabulary is limited to process the information and, therefore, his learning is reduced. From 4th grade onwards it is important to increase abstract vocabulary so that learning skills are increased..

    Basic Comprehensive Reading

    📌Cognition of Semantic Relationships (CRM)

    📋 Verbal and Logical Reasoning

     

    Reading comprehension is achieved by the proper relationship of words to get the central idea of a paragraph. In order to make this relation in an adequate way, it is indispensable to dominate the meaning of the words involved, although the ability is measured independently of the vocabulary.

    Extensive information tracking

    📌Cognition of Semantic Systems (CSM)

    📋 Verbal and Logical Reasoning

     

    Instruction tracking and extensive information management occurs when a student is able to relate different paragraphs of a reading to get the meaning of an entire text or to follow an instruction.

    Capturing mathematical facts

    📌Cognition of Symbolic Systems (CSS)

    📋 Mathematical and Logical Reasoning

     

    The ability to capture arithmetic facts is the first step in the proper learning of the four arithmetic operations. The profile obtained is average, so it can be affirmed that it has the necessary resources to face challenges dependent on this ability; however, it is convenient to develop it so that it can successfully solve challenges at a higher level.

    Mathematical Critical Judgment

    📌Evaluation of Symbolic Systems (ESS)

    📋 Mathematical and Logical Reasoning

     

    The ability to approach an arithmetic problem is adequate, but if the degree of difficulty increases, difficulties will be encountered, as it would be advisable to further develop this ability, which is the bridge between the arithmetic mechanization of the four operations and their application for problem solving.

    Solution of mathematical challenges

    Convergent production of Symbolic Systems (NSS)

    📋 Mathematical and Logical Reasoning

     

    Fundamental ability to solve arithmetic problems. You have obtained a medium level. After the mechanization of operations and the appropriate selection of the correct operation, it is necessary to apply the entire process to a problem raised. It requires greater stimulation to effectively face problems of greater difficulty.

    Visual information capture

    📌Capture of Figurative Units (CUF)

    📋 Basic Reading Skills

     

    The visual input of information into the brain is dominant in information acquisition; 80% of the information we process is captured by the visual channel. Therefore, it is fundamental to know the precision and quality of this capture.

    Visual discrimination

    📌Evaluation of Figurative Units (EUF)

    📋 Basic Reading Skills

     

    This ability affects reading speed by detecting known words and associating unknown ones with patterns previously installed in the mind. In addition, it has an important impact on orthography and the capture of differences and similarities.

    Speed in word recognition

    📌Convergent production of Symbolic Transformations (NTS)

    📋 Basic Reading Skills

     

    Fluent, fast and accurate mechanical reading conditions reading comprehension. Together with the visual capture they influence the reading with the following functions: Saccadic movements, fixations, binocularity.

    Classification and conceptualization

    📌Cognition of Figurative Classes (CCF)

    📋 Processing Skills

     

    This skill is fundamental for the formation of concepts (basic language) and for mental classification. If the score is low, the student may have difficulty grasping the essence of the explanations or readings, as well as making notes or summaries.

    Elaboration of hypotheses

    📌Cognition of Symbolic Relationship (CRS)

    📋 Processing Skills

     

    All sciences require an understanding of the theories on which they are based and on which the proper application of technology depends. The ability to relate different data implies finding the invisible thread between them to achieve a reliable hypothesis; otherwise, the result is an assumption.

    Spatial Orientation

    📌Cognition of Figurative Systems (CSF)

    📋 Processing Skills

     

    This is one of the fundamental skills for students to approach the studies of geometry, trigonometry and calculus.

    Spatial perspective

    📌Cognition of Figurative Transformations (CTF)

    📋 Processing Skills

     

    It is the way in which the mind "sees" the transformations of reality and the conservation of objects in space. It is one of the most complex abilities because the mind must make internal comparisons between how an object was before a modification and how it will remain behind it.

    Visual analysis

    📌Evaluation of Figurative Classes (ECF)

    📋 Evaluation Skills

     

    The formation of concepts, the mental order, the classification of learning experiences depend mostly on this ability, especially when there is ambiguity or confusion in the data provided. It helps to find essences.

    Elaboration of criteria

    📌Evaluation of Symbolic Classes (ECS)

    📋 Evaluation Skills

     

    It is the ability to classify mathematical concepts, codes or to find similarities/differences arithmetic necessary for the solution of a problem.

    Logic memory

    📌Memory of Symbolic Implications (MIS)

    📋 Memory Skills

     

    Nowadays, computer management is indispensable in all activities. This memory helps to process logically the computational language.

    Auditory sequence memory

    📌Memory of Symbolic Systems captured in auditory form (MSSa)

    📋Memory Skills

    The follow-up of the information is indispensable for the comprehension of the language, presented in any modality.

    Visual sequence memory

    📌Memory of Symbolic Systems captured in visual form (MSSv)

    📋 Memory Skills

    In this skill it is not enough to retain isolated or individual information, but the one that is fundamental.

    Incidental peripheral memory

    📌Memory of Figurative Units (MUF)

    📋 Memory Skills

    Memory is essential for advanced reading: it intervenes in the care of details (attention and peripheral concentration); therefore, many learning activities depend on this ability.

    Auditory Memory and Attention

    📌Memory of Symbolic Units captured in auditory form (MUSa)

    📋 Memory Skills

    Students receive a lot of information in auditory form; the ear, after vision, is the most used means of capturing information.

    Memory and visual attention

    📌Memory of Symbolic Units captured in a visual form (MUSv)

    📋 Memory Skills

    La lectura avanzada depende mucho de la aplicación de las habilidades visuales. Una de las más importante es la atención visual. Esta habilidad capacita al alumno para mantener en la memoria unidades informativas captadas visualmente.

    Logical Reasoning

    📌Convergent Production with Symbolic Implications (NIS)

    📋 Logic Skills

    This ability is crucial to succeed in algebra and all academic content that requires logic. Students with a lot of logic can cause conflicts with authority, because they question too much when they do not perceive sufficient reasons to accept orders or suggestions.

  • Batteries of skills are complemented with the cognitive stimulus program Habilmente

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

    General Skills tests are performed only in the following cases:

    • Students on whom we want to obtain more precise information
    • New students, in some cases
    • Groups that change cycles (for example, those in 6th grade 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 do the same.

  • Why are these tests important?

    For teachers

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

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

    For parents

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

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

    For the management team

    It is a test of great interest for school principals, as it allows them to know how students in their school are developing their cognitive skills, those that will allow them to achieve current learning and continue with future learning with success.

     

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

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

    For counselors and psychologists

    This test, due to its high pedagogical value, becomes a great ally of the educational counsellor, as it simply and automatically obtains a cognitive screening of its students with the aim of:

     

    • To detect in an efficient way in time and resources those students that require a more specific intervention.
    • Reduce evaluation time.
    • Increase intervention time for students, families and teachers.
    • obtains objective information to support teachers in their teaching activities.
    • Attend 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
     
    • Test description: see more
    • Application manual for the test from 1st to 3rd grade of primary school: see more
    • Application manual for the test from 4th primary onwards: see more
    • Reports and results:  see more

    Specific information about this test

    ⏳ Test duration time:

    Extended Skills 1:

    60 minutes

     

    Extended Skills 2:

    3 sessions of 45 minutes

     

    ⚙️ Courses on which I can apply the test:

    Extended Skills 1:

    1st, 2nd and 3rd elementary
    (6, 7 and 8 years old)

     

    Extended Skills 2:

    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