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Interpreting InViewThe Benefits of Understanding Cognitive Abilities

Interpreting InView Test Results

InView is an assessment of cognitive abilities. These abilities are foundational in the development of strong reading, math and critical thinking skills. This webinar discusses InView content and scores for informative data interpretation. Practical applications for classroom and home activities will be presented.

What are Cognitive Abilities?

InView Data and Scores NPA / NPG, AA and Diff, CSI

Where to Find InView Data

InView data interpreted for Best Practices

Preparing for the InView Assessment

Appropriately reporting this data to parents

Today’s Agenda

Handouts

Cognitive Abilities – Defined

What are cognitive abilities? Skills that underlie academic achievement.

• The ability to focus (indirectly assessed**)• Find patterns – sequences*• Infer meaning from pictures / symbols (visual clues - nonverbal cues/

quantitative reasoning)*• Infer meaning from words (verbal)*• Understand words in context* *Assessed by InView

Cognitive Abilities – Defined (Slide 2)

Fluid abilities

• General fluid abilities (gF)

Memory and attention

IQ ??? Not like we used to think.

Prior experiences and emotions play a role in cognitive abilities

How fast do we process information?

(Blair, 2006)

Cognitive Abilities = Fluid Cognition

Fluid cognitive functioning

All purpose cognitive processing

Not necessarily associated with any specific content domain

Involving the active or effortful maintenance of information, whether

verbal or visual-spatial

Working memory

For purposes of planning and executing goal directed behavior

(Baddeley 1986; Kane & Engle 2002 in Blair 2006).

Cognitive Abilities – Brain Science

“Attention Residue” when the brain shifts activities “it struggles to cleanly discard the first and move on to the next.”

gF= Fluid abilities – tied to and effected by emotional stimulation (Blair, 2006)

Motivation – will something be of value (Hamid, et. al., 2016)

The brain is attracted to high stimulation (Riken, 2012). Flashing lights, fluctuating or loud sounds.

Developing focus requires uninterrupted stretches of time.

Cognitive Abilities – Brain ScienceVerbal and Visual Learning

Kraemer, Rosenberg, & Thompson-Schill (2009)

Those who said they were visual learners were found to have high activity levels in the visual cortex regions looking at written descriptions

Those who stated they were inclined toward verbal style of learning more activity was seen in the phonologically-responsive cortex when presented with easily-nameable pictorial representations.

Implications: Teach with an awareness of the individual’s abilities.

Cognitive Abilities – Visual (Non-Verbal)

Visual representations including:DiagramsPhotographs Illustrations Flow chartsGraphs ArrowsBobek, E., & Tversky, B. (2016). Creating visual explanations improves learning. Cognitive Research, 1(1), 27. http://doi.org/10.1186/s41235-016-0031-6

All purpose cognitive processingApplied in STEM and all subject areas

Reasoning and Inferences

If 4 + 2 = 6, then 2 + 4 = 6

If 4 + 2 = 6, then 6 – 4 = 2

If ∠ABC ≅ ∠DEF then …

If - then statements Algebraic properties of equality• Addition Property of Equality• Subtraction Property of Equality• Multiplication Property of Equality• Division Property of Equality Geometric properties of equality Geometric properties of congruence

"If A, then B" or "A implies B" or "A⇒ B"

If – then visualizations in InViewQuantitative Reasoning

Interpreting Arrows –Quantitative Reasoning

Symbols: Deductive – Quantitative Reasoning

Cognitive Abilities – How we use them

Visualizations -represent many structural and behavioral properties.

Draw inferences (Larkin & Simon, 1987), If – then statements

Find routes in maps (Levine, 1982)

Spot trends in graphs (Kessell & Tversky, 2011; Zacks & Tversky, 1999) Imagine traffic flow or seasonal changes in light from architectural sketches Determine the consequences of movements of gears and pulleys in mechanical systems Arrows representing a range of kinds of forces as well as changes over time (e.g. Heiser

& Tversky, 2002; Tversky, Heiser, MacKenzie, Lozano, & Morrison, 2007)

…in Kraemer, Rosenberg, & Thompson-Schill (2009)

Cognitive Abilities – Verbal Reasonings

Deductive / Inductive Reasoning

Analyze category attributes

Discern relationships and patterns

InView Content: Verbal Reasoning - Words

Measures ability to solve verbal problems by reasoning deductively, analyzing category attributes, and identifying relationships and patterns.

Verbal Reasoning with Analogies

Analyze category attributesWhich word does not fit into this pattern…

Torch Lantern Candle Stove

Discern relationships and patterns(Discover the relationship between three words)

Star Galaxy UniverseEarth Planets ________

Choices: Sky, Sun, Satellite, Solar System

InView Content: Verbal Reasoning-Context

Measures ability to solve verbal problems by drawing logical conclusions from context.

Verbal Deductive/Inductive Reasoning

Deductive Reasoning:(…a specific conclusion arrived at from a general principle)

All men are mortal. (General statement)Socrates is a man.Therefore, Socrates is mortal. (Specific conclusion)

Inductive Reasoning(…a general conclusion is arrived at by specific examples)

Ninety-percent (90%) of humans are right-handed. Joe is a human.Therefore, the probability that Joe is right-handed is 90%. )

National Percentile by Age (NPA)

National Percentile by Grade (NPG)

Anticipated Achievement (AA)and the Diff Scores

Cognitive Skills Index (CSI) Score

InView Data and Scores

Cognitive Abilities – Challenge

How are students performing?……………………..............CSI

How are students performing compared to………………NPA / NPG• other students? (Individual Profile Report) • student groups? (Assessment Summary Report)

How are students performing in terms of their own potential?…………………………………………………………………AA / DIFF

How can we identify achievement gaps?..............…….AA / DIFF

NP by Grade / NP by Age

NPA and NPG

An Example:• Student’s birthdate is August 1 • School enrollment deadlines nationally Sept. – Dec. • This student will be younger than most grade 4 students• NPA = 50 (compared with students with the same birthdate)• NPG = 47 (compared with students in the 4th grade)

National Percentile by AGE (NPA) National Percentile by Grade (NPG)

Interpreting Scores

Would the student(s) benefit from more visual activities?

Student’s NCEANCE

The Difference (DIFF)

DIFF = statistically meaningful difference between a student’s NCE and the Anticipated NCE Meaningful difference (7 points or more) “ABOVE” = Obtained performance was higher than expected“BELOW” = Obtained performance was lower than anticipatedIf there is no significant difference the column is left blank

Possible Reasons for NCE / ANCE Diff Scores

Academic challenges

Language

Subject interest

Student’s background experiences

Individual Profile Report - CSI

Cognitive Skills Index (Individual Profile Report, Part II)

The score indicating overall cognitive ability is the Cognitive Skills Index (CSI). The CSI is an age dependent score based on students’ performance on InView. The CSI scale has a mean (average) score of 100 with a Standard Deviation of 16;

the “average range” is from 84 to 116. The CSI range indicates that if the student had taken the test numerous times, two-

thirds of the scores would have fallen within the range shown.

Showing Growth

Use CSI scores in the same manner NCE scores are used. A “0” difference of two CSI scores means average growth

(or growth at the same pace as everybody else in the population).

A positive difference indicates faster than average growth.

Comparison Group Performance Mean of AANCE

Questions?Comments?

Sharing?

Label Individual Profile Report Assessment Data Online o Graphs – anticipate/obtained o Understanding the CSI scoreo Anticipated Achievement and Diff scores

Where to Find InView Scores

Cognitive Abilities – Developed

Which is correct to say, "The yolk of the egg are white?" or "The yolk of the egg is white?"

Cognitive Abilities – Developed

Which is correct to say, "The yolk of the egg are white?" or "The yolk of the egg is white?"

Neither, the yolks are yellow.

Visual Inferences - Careers

Visual Arts / Technology Careers • Computer vision• Statistical methods• Machine learning

Business – Inferential Statistics – Investment Patterns, etc. Criminal Justice – Make inferences based on patterns of behavior Dance Patterns – sequences Music Theater

Fluid cognitive functioning can be thought of as all purpose cognitive processing (Blair, 2006)

Activities #1

• Puzzles (Reconstruct and create)• Blocks and building toys, Erector sets, Lego’s or K’Nex

(especially using pictures)• Rubik's cubes• Mazes, Checkers• Tic-Tac-Toe, Connect the Dots, or Find-a-word puzzles

Continued

Activities #1 - Verbal Skills

• Read Headlines • Jokes• Riddles• Limericks • Poems• Pay attention to song lyrics

Newspapers are a fun source for focused awareness regarding verbal meaning.

Consider these headlines…

Eye Drops Off Shelf Squad Helps Dog Bite Victim Dealers Will Hear Car Talk at Noon

Activities #1 - Verbal Skills

Nonverbal tasks involve skills such as…

Recognizing and remembering visual sequences

Understanding the meaning of visual information

• What does a plus sign mean?

• Following a map (go on a treasure hunt)

• Following visual instructions (assembling a chair using visual instructions)

Recognizing relationships between visual concepts

Continued…

Memory Games

Games to play…What color is it? / What object is it?

Identify similarities and differences between shapes in the world around you

Tangrams

Visual pictures to build or design, e.g., treasure hunt maps, architect designs

Activities #1

(See Handout)

Activities #2

Fine Arts• Practice drawing symmetry• Analyze paintings • Create complicated color patterns (tessellations)• Draw objects from unusual perspectives• Practice elaboration: How many details can you add?• Create a new picture by changing a picture already

made• Create a larger picture by adding to a picture already

made• Combine two pictures into one new picture

Music

• Tap out rhythms recognizing when patterns change

• Twinkle, Twinkle Little Star

• William Tell Overture

• Rodeo – Aaron Copeland

Dance

Patterns and expectations

Activities #2 - Music and Dance

Informing Learning Activities

What are Cognitive Abilities?

InView Data and Scores NPA / NPG, AA and Diff, CSI

Where to Find InView Data

InView data interpreted for Best Practices

Preparing for the InView Assessment

Appropriately reporting this data to parents

Summing it up

QuestionsComments

Christian School Assessment Program

Thank you!

For additional information, please visit www.purposefuldesign.com, call Member Care at 1.800.367.0798, or email Member_Care@acsi.org.

References

• Acevedo, B. P., Aron, E. N., Aron, A., Sangster, M.-D., Collins, N., & Brown, L. L. (2014). The highly sensitive brain: an fMRI study of sensory processing sensitivity and response to others’ emotions. Brain and Behavior, 4(4), 580–594. http://doi.org/10.1002/brb3.242

• Blair, C. (2006). How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluidcognition as an aspect of human cognitive ability. Behavioral and Brain Sciences, 29(2), 109-125.

• Bobek, E., & Tversky, B. (2016). Creating visual explanations improves learning. Cognitive Research, 1(1), 27. http://doi.org/10.1186/s41235-016-0031-6

• Hamid, A. A., Pettibone, J. R., Mabrouk, O. S., Hetrick, V. L., Schmidt, R., Vander Weele, C. M., ... & Berke, J. D. (2016). Mesolimbic dopamine signals the value of work. Nature neuroscience, 19(1), 117.

• Krasa, N., & Shunkwiler, S. (2009). Number sense and number nonsense: Understanding the challenges of learning math. Paul H Brookes Publishing.

• Kraemer, D. J. M., Rosenberg, L. M., & Thompson-Schill, S. L. (2009). The Neural Correlates of Visual and Verbal Cognitive Styles. The Journal of Neuroscience : The Official Journal of the Society for Neuroscience, 29(12), 3792–3798. http://doi.org/10.1523/JNEUROSCI.4635-08.2009

• Heid, M (June 14, 2017). You Asked: How Can I Use More of My Brain?, TIME Health. Retrieved from: http://time.com/4817946/brain-games-distraction-attention/

• Riken. (2012, January 22). How our brains keep us focused. ScienceDaily. Retrieved May 11, 2018 from www.sciencedaily.com/releases/2012/01/120122104803.htmRIKEN. (2012, January 22). How our brains keep us focused. ScienceDaily. Retrieved May 11, 2018 from www.sciencedaily.com/releases/2012/01/120122104803.htm