‘Picture Completion’ is one of the eight tasks that comprise Aptem Assess. Aptem Assess is designed to measure key cognitive abilities that underpin learning and achievement rapidly. In a short amount of time, it can indicate which learners may have an underlying specific learning difficulty and require further exploration of their learning support needs.
The Picture Completion task involves a learner viewing an image with a missing segment and identifying the missing piece from a set of options, some of which may be rotated. This task measures visual perception and visual-spatial reasoning, which are involved in shape recognition and object rotation.
Visual reasoning and learning processes
Visual reasoning plays a key role in learning content that requires an understanding of diagrams, maps and other visual-spatial information. It is important in tasks that involve interpreting visual information to solve problems, for example, as recognising patterns and drawing inferences from charts. Additionally, the ability to visualise and mentally rotate or manipulate objects is important for many practical, science and engineering tasks such as assembling equipment.
Lower visual processing ability is likely to impact learning and assessment activities significantly depending on the content and tasks, for example:
- Difficulty in keeping up with visually presented material. This can also impact reading, writing and mathematics.
- Challenges in understanding maps, graphs, charts, flow charts and diagrams.
- May affect the learners’ ability to recall visual information
- Understanding objects that need to be mentally rotated or transformed. This can particularly affect problem-solving in maths, geometry and other STEM subjects.
- There is a possibility of confusion between similar visual information. At a detailed level, this could result in reading or maths errors with similar-looking letters or numbers.
Visual processing difficulties are a common feature among dyslexics. These difficulties impact how written symbols are processed, which can affect reading, writing, and also understanding signage.
The science of measuring visual-spatial reasoning
The Cattell-Horn-Carroll (CHC) model of intelligence defines Visual Processing (Gv) as a broad category comprising a number of narrow abilities relating to tasks such as reconstructing incomplete images:
- Visualisation – the ability to mentally manipulate 2-D or 3-D visual patterns.
- Flexibility of Closure – the ability to identify a visual object when part of it is hidden or missing.
- Visual Memory – being able to recall visual patterns or images
Within validated educational tests, visual processing and reasoning is assessed using a number of different tasks, including:
- Rearranging cubes with faces partially or fully coloured faces to replicate a target pattern.
- Identifying missing elements in a picture. Aptem uses a multiple-choice version of this task.
- Determining if two images or patterns are rotated versions of the same shape.
- Identifying whether a target image is embedded within another image.
Visual processing and reasoning is a key component of our cognitive reasoning abilities, and is important when using written, non-verbal and spatial information. Several studies link weak visual processing to learning disabilities such as dyslexia and dyscalculia. However, adjustments and intervention training have been shown to positively support learners.
Learn more about Aptem Assess
For an estimated 87% of learners, the Aptem Assess cognitive assessment with an included verbal reasoning test will take no more than 15 minutes. You can learn more about these tools in our brochure.
If you would like to integrate Aptem’s cognitive assessment into your delivery, book a demo, or if you are an Aptem customer, please speak to your Customer Success Manager.