VSAS

1
VSAS

• The verbal battery reflects the importance of
  verbal symbolism in education and is designed to
  test flexibility in the use of concepts. It
  consists of vocabulary, sentence construction,
  verbal classification and verbal analogies. The
  vocabulary items involve identifying synonyms,
  ranging from "leap" at Level A to "compassion" at
  Level F. Sentence construction requires the
  student to insert a word to make sense of a
  sentence. Verbal classification involves finding
  the word that belongs to the same set as three or
  four others from "cat, dog, cow" at Level A to
  "concealed, hidden, potential, dormant" at Level
  F. In the verbal analogies items, the student is
  given two related words as an example. Another
  word is given and the student is required to
  select a word from the list which has the same
  relationship to it. Examples range from "funny-
  laugh sad - " (Level A) to "acute-severe
  weak- "(Level F).

2
VSAS

• Verbal Scores High
• excellent grasp of written material
• need to be stretched
• students could also be chosen to explain more
  difficult concepts to weaker peers.

3
QSAS

• Numeracy Scores High
• retain and remember mathematical facts
• have skills and knowledge to tackle more
  challenging questions.
• have the ability to check the validity of their
  answers.

4
NSAS

• Non-verbal Scores High
• have good reasoning skills.
• tend to be able to explain concepts clearly.
• need to be given more challenging problem-solving
  activities.

5
VSAS

• Verbal Scores Low
• low scores in this area are seriously affecting
  their progress.
• units of work should challenge and have specific
  targets attached to them.
• need high expectations of these students and keep
  encouraging and supporting them.

6
QSAS

• Numeracy Scores Low
• find basic concepts difficult to understand
• competence in number handling will be low
• will require much support whenever basic maths is
  required.

7
NSAS

• Non-verbal scores Low
• find problem-solving activities hard and may give
  up easily.
• need a gradual build-up to the activity and more
  specialised resources.

8
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