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Test Strategies for the assessment of non-verbal skills
Agenda
QUESTION 1: WHAT IS THE MAIN PURPOSE OF ASSESSING VISUAL PERCEPTION AND MEMORY?
Assessing verbal expression
Understanding the visual strengths of students with dyslexia
Measuring verbal processing speed
Evaluar la resolución de problemas
QUESTION 2: WHICH STRATEGY IS HIGHLIGHTED AS ESSENTIAL IN PROBLEM-SOLVING ASSESSMENT FOR STUDENTS WITH DYSLEXIA?
Simulations and verbal scenarios
Verbal memory assessment
Visual contexts in problem solving
Verbal projects and portfolios
QUESTION 3: WHY IS THE NEED FOR ADAPTATIONS IN STANDARD TESTS TO ASSESS NON-VERBAL SKILLS EMPHASIZED?
To complicate assessment
To ensure a fair assessment of verbal skills
To enable the use of technological tools
Limiting student participation
QUESTION 4: WHAT IS AN EFFECTIVE METHOD FOR ASSESSING CREATIVITY IN STUDENTS WITH DYSLEXIA?
Closed questions and specific answers
Assessment of processing speed
Assessment through creative projects such as art or music
Verbal simulations
QUESTION 5: WHAT IS THE MAIN FOCUS WHEN ASSESSING NON-VERBAL SKILLS IN STUDENTS WITH DYSLEXIA?
Ignoring visual strengths
Focusing only on verbal skills
Recognize and value non-verbal skills
Measuring verbal processing speed
QUESTION 6: WHY IS THE USE OF OPEN-ENDED QUESTIONS SUGGESTED IN THE ASSESSMENT OF CREATIVITY?
To limit the expression of ideas
To encourage creative and non-verbal responses
To simplify evaluation
Restricting participation
QUESTION 7: WHAT DO YOU SEEK TO UNDERSTAND WHEN ASSESSING PROBLEM-SOLVING IN VISUAL CONTEXTS?
Verbal processing speed
How students apply their verbal intelligence
The application of non-verbal strategies in practical situations
Verbal difficulties in problem solving
QUESTION 8: WHAT IS A SUGGESTED METHOD FOR ASSESSING VISUAL-SPATIAL INTELLIGENCE IN STUDENTS WITH DYSLEXIA?
Tests that measure verbal processing speed
Assessment through verbal projects
Visual projects and portfolios
Simulations and verbal scenarios
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