{"id":2036,"date":"2022-08-17T08:46:07","date_gmt":"2022-08-17T08:46:07","guid":{"rendered":"https:\/\/staging.dyslexiacompass.eu\/?post_type=report&#038;p=2036"},"modified":"2022-09-02T10:05:23","modified_gmt":"2022-09-02T10:05:23","slug":"understanding-testing-interpretation-cross-border-practices-in-dyslexia-assessment","status":"publish","type":"report","link":"https:\/\/dyslexiacompass.eu\/hr\/report\/understanding-testing-interpretation-cross-border-practices-in-dyslexia-assessment\/","title":{"rendered":"IO2 \u2013 Razumijevanje \u2013 Testiranje \u2013 Tuma\u010denje: Prekograni\u010dne prakse u procjeni disleksije"},"content":{"rendered":"<div data-elementor-type=\"wp-post\" data-elementor-id=\"2036\" class=\"elementor elementor-2036\">\n\t\t\t\t\t\t<div class=\"elementor-inner\">\n\t\t\t\t<div class=\"elementor-section-wrap\">\n\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-f21b2af e-con-full e-flex e-con\" data-id=\"f21b2af\" data-element_type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;,&quot;content_width&quot;:&quot;full&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-964d579 elementor-widget elementor-widget-text-editor\" data-id=\"964d579\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-text-editor elementor-clearfix\">\n\t\t\t\t<h2>Uvod<\/h2><p>Izvje\u0161\u0107a fokusnih grupa kao \u0161to je ovo ne bi se trebala shvatiti kao egzaktna znanost. Iako je ispitan \u0161irok raspon mi\u0161ljenja iz pet razli\u010ditih zemalja unutar europskog kontinenta, ostaje mogu\u0107nost za razvoj: mogao bi se istra\u017eiti ve\u0107i broj zemalja, moglo bi se pitati vi\u0161e dijagnosti\u010dara, mogli bi se tra\u017eiti osje\u0107aji tijekom duljeg vremenskog razdoblja kako bi objasnili promjenu mi\u0161ljenja i reflektirane izmjene jednog ili drugog odgovora zbog novih informacija, promjena u kontekstu ili \u010dak razlika u raspolo\u017eenju me\u0111u ispitanicima. Alternativno, sve sudionike u fokusnim grupama mogao bi intervjuirati jedan istra\u017eiva\u010d, a ne jedan istra\u017eiva\u010d po zemlji, kako bi se uzeli u obzir razli\u010diti na\u010dini postavljanja pitanja, tra\u017eenja odgovora i bilje\u017eenja rezultata.<\/p><p>Unato\u010d tome, kada se vodi ra\u010duna o bilo kakvoj neto\u010dnosti rezultata i kada oni koji provode fokusne grupe imaju na umu svoje odgovornosti da uzmu u obzir situacijsku i okoli\u0161nu prirodu studija, fascinantni i korisni podaci mogu se izvu\u0107i iz takvog ispitivanja.<\/p><p>Ovaj dokument bilje\u017ei i objedinjuje tri kategorije informacija:<\/p><ul><li>Razumijevanje dijagnosti\u010dara i odgovori na razli\u010dite &quot;slu\u017ebene&quot; definicije disleksije;<\/li><li>Koje elemente disleksije ti dijagnosti\u010dari testiraju i kako ih testiraju; i<\/li><li>Kako oni tuma\u010de ove razli\u010dite elemente disleksije.<\/li><\/ul><p>Prva kategorija \u0107e pokazati vide li dijagnosti\u010dari iz cijele Europe disleksiju na isti na\u010din; druga kategorija \u0107e pokazati da li testiraju iste stvari, na iste na\u010dine; a tre\u0107a kategorija \u0107e pokazati razumiju li oni te stvari na dosljedan na\u010din od zemlje do zemlje u testiranju za iste (ili razli\u010dite) stvari. To je trostruki pristup koji se sastoji od razumijevanja, testiranja i tuma\u010denja.<\/p>\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-644105d e-con-boxed e-flex e-con\" data-id=\"644105d\" data-element_type=\"container\" data-settings=\"{&quot;content_width&quot;:&quot;boxed&quot;}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-58a412c elementor-view-default elementor-mobile-position-top elementor-vertical-align-top elementor-widget elementor-widget-icon-box\" data-id=\"58a412c\" data-element_type=\"widget\" data-widget_type=\"icon-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-icon-box-wrapper\">\n\t\t\t\t\t\t<div class=\"elementor-icon-box-icon\">\n\t\t\t\t<a class=\"elementor-icon elementor-animation-\" href=\"#understanding\">\n\t\t\t\t<i aria-hidden=\"true\" class=\"fas fa-brain\"><\/i>\t\t\t\t<\/a>\n\t\t\t<\/div>\n\t\t\t\t\t\t<div class=\"elementor-icon-box-content\">\n\t\t\t\t<h3 class=\"elementor-icon-box-title\">\n\t\t\t\t\t<a href=\"#understanding\" >\n\t\t\t\t\t\tPrvi dio\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p class=\"elementor-icon-box-description\">\n\t\t\t\t\t\tRazumijevanje\t\t\t\t\t<\/p>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-939a09c elementor-view-default elementor-widget elementor-widget-icon\" data-id=\"939a09c\" data-element_type=\"widget\" data-widget_type=\"icon.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-icon-wrapper\">\n\t\t\t<div class=\"elementor-icon\">\n\t\t\t<i aria-hidden=\"true\" class=\"fas fa-chevron-right\"><\/i>\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-82c7f4f elementor-view-default elementor-mobile-position-top elementor-vertical-align-top elementor-widget elementor-widget-icon-box\" data-id=\"82c7f4f\" data-element_type=\"widget\" data-widget_type=\"icon-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-icon-box-wrapper\">\n\t\t\t\t\t\t<div class=\"elementor-icon-box-icon\">\n\t\t\t\t<a class=\"elementor-icon elementor-animation-\" href=\"#testing\">\n\t\t\t\t<i aria-hidden=\"true\" class=\"fas fa-pencil-ruler\"><\/i>\t\t\t\t<\/a>\n\t\t\t<\/div>\n\t\t\t\t\t\t<div class=\"elementor-icon-box-content\">\n\t\t\t\t<h3 class=\"elementor-icon-box-title\">\n\t\t\t\t\t<a href=\"#testing\" >\n\t\t\t\t\t\tDrugi dio\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p class=\"elementor-icon-box-description\">\n\t\t\t\t\t\tTestiranje\t\t\t\t\t<\/p>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-2a36e01 elementor-view-default elementor-widget elementor-widget-icon\" data-id=\"2a36e01\" data-element_type=\"widget\" data-widget_type=\"icon.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-icon-wrapper\">\n\t\t\t<div class=\"elementor-icon\">\n\t\t\t<i aria-hidden=\"true\" class=\"fas fa-chevron-right\"><\/i>\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-d749bd6 elementor-view-default elementor-mobile-position-top elementor-vertical-align-top elementor-widget elementor-widget-icon-box\" data-id=\"d749bd6\" data-element_type=\"widget\" data-widget_type=\"icon-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-icon-box-wrapper\">\n\t\t\t\t\t\t<div class=\"elementor-icon-box-icon\">\n\t\t\t\t<a class=\"elementor-icon elementor-animation-\" href=\"#interpretation\">\n\t\t\t\t<i aria-hidden=\"true\" class=\"fas fa-glasses\"><\/i>\t\t\t\t<\/a>\n\t\t\t<\/div>\n\t\t\t\t\t\t<div class=\"elementor-icon-box-content\">\n\t\t\t\t<h3 class=\"elementor-icon-box-title\">\n\t\t\t\t\t<a href=\"#interpretation\" >\n\t\t\t\t\t\tTre\u0107i dio\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p class=\"elementor-icon-box-description\">\n\t\t\t\t\t\tTuma\u010denje\t\t\t\t\t<\/p>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-0e2607b elementor-widget elementor-widget-text-editor\" data-id=\"0e2607b\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-text-editor elementor-clearfix\">\n\t\t\t\tDrugim rije\u010dima, ako se osoba testira na disleksiju u (na primjer) Hrvatskoj, je li razumijevanje, testiranje i tuma\u010denje tih testova isto kao da je ta ista osoba testirana na disleksiju u (na primjer) Rumunjskoj? Ako nije, postaje od iznimne va\u017enosti stvoriti na\u010din prevo\u0111enja i uskla\u0111ivanja tih procjena disleksije tako da \u2013 s jedne strane \u2013 dijagnoza disleksije osobe ne postane irelevantna ili neprihvatljiva dok se ona seli iz jedne regije u Europi u drugu; dok \u2013 s druge strane \u2013 politi\u010dari i oni na polo\u017eajima vlasti kona\u010dno mogu uspostaviti koherentne planove za testiranje na disleksiju, intervenciju i smje\u0161taj.\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-f5e9eec elementor-widget elementor-widget-text-editor\" data-id=\"f5e9eec\" data-element_type=\"widget\" id=\"understanding\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-text-editor elementor-clearfix\">\n\t\t\t\t<h2>Prvi dio: Razumijevanje<\/h2><p>Kako bi se procijenilo prekograni\u010dno razumijevanje op\u0107e definicije disleksije, dijagnosti\u010dari i procjenitelji iz cijele Europe zamoljeni su da ka\u017eu koliko se sla\u017eu ili ne sla\u017eu s definicijama disleksije razli\u010ditih utjecajnih organizacija; i u kojoj su mjeri vjerovali da su te definicije sli\u010dne ili druga\u010dije. Dok su se prikazi statistike i rezultata fokusnih grupa neznatno razlikovali, iz ovih su pitanja proiza\u0161le sna\u017ene slike.<\/p><p>Na primjer, u Velikoj Britaniji (\u0161to mo\u017eda nije iznena\u0111uju\u0107e), definicija disleksije Britanske udruge za disleksiju smatrana je najto\u010dnijom; dok je me\u0111unarodno (uklju\u010duju\u0107i Ujedinjeno Kraljevstvo) definicija Me\u0111unarodne udruge za disleksiju pozitivno ocijenjena.<\/p><h3>Popis kratica:<\/h3><p>BDA = Britansko udru\u017eenje za disleksiju<br \/>Rose = The Rose Report (utjecajno britansko izvje\u0161\u0107e o disleksiji)<br \/>BPS = Britansko psiholo\u0161ko dru\u0161tvo<br \/>EDA = Europsko udru\u017eenje za disleksiju<br \/>IDA = Me\u0111unarodna udruga za disleksiju<br \/>ADA = Ameri\u010dka udruga za disleksiju<\/p><p>UK = Velika Britanija<br \/>Ro = Rumunjska<br \/>Sp = \u0160panjolska<br \/>Niti = Norve\u0161ka<br \/>Cro = Hrvatska<\/p><p>Definicije disleksije o kojima se raspravljalo bile su:<\/p><p>BDA: razlika u u\u010denju koja prvenstveno utje\u010de na vje\u0161tine \u010ditanja i pisanja. Me\u0111utim, to ne utje\u010de samo na te vje\u0161tine. Kod disleksije se zapravo radi o obradi informacija.<br \/>Rose: Pote\u0161ko\u0107e u fonolo\u0161koj svijesti, verbalnom pam\u0107enju i brzini verbalne obrade.<br \/>BPS: To\u010dno i te\u010dno \u010ditanje rije\u010di i\/ili sricanje razvija se nepotpuno ili s vrlo velikim pote\u0161ko\u0107ama.<br \/>EDA: poreme\u0107aj koji uglavnom karakteriziraju ozbiljne pote\u0161ko\u0107e u stjecanju vje\u0161tina \u010ditanja, pravopisa i pisanja.<br \/>IDA: Neurolo\u0161ki uvjetovano stanje koje utje\u010de na to\u010dnost \u010ditanja, te\u010dnost \u010ditanja i pravopis. Neo\u010dekivana pote\u0161ko\u0107a u u\u010denju \u010ditanja.<br \/>ADA: genetski uvjetovane procjene koje se naslje\u0111uju kod ljudi. Na manjkavu osjetilnu percepciju utje\u010du genetski procesi u mozgu.<\/p>\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-9648fe1 elementor-widget elementor-widget-text-editor\" data-id=\"9648fe1\" data-element_type=\"widget\" id=\"testing\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-text-editor elementor-clearfix\">\n\t\t\t\t<h2>Drugi dio: Testiranje<\/h2><p>Mo\u017ee se intuitivno \u010diniti o\u010diglednim da tamo gdje se testiranje na disleksiju razlikuje od zemlje do zemlje, gdje se testovima tra\u017ee razli\u010dite stvari i gdje je prag za &quot;ozna\u010davanje&quot; u testu razli\u010dit u razli\u010ditim regijama, tada je broj zabilje\u017eenih osoba s disleksijom u svaka pojedina\u010dna regija \u2013 i zapravo ono \u0161to su ti ljudi zabilje\u017eeni \u2013 mo\u017ee varirati. Stoga je va\u017eno razumjeti \u0161to prakti\u010dari u razli\u010ditim regijama tra\u017ee i kako.<\/p>\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-261a6ff elementor-widget elementor-widget-text-editor\" data-id=\"261a6ff\" data-element_type=\"widget\" id=\"interpretation\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-text-editor elementor-clearfix\">\n\t\t\t\t<h2>Tre\u0107i dio: Tuma\u010denje<\/h2><p>Nakon \u0161to se utvrdi \u0161to procjenitelji i dijagnosti\u010dari testiraju, postaje va\u017eno utvrditi \u0161to oni pod tim stvarima razumiju. Na primjer, ako dva dijagnosti\u010dara svaki testira &quot;vizualnu percepciju&quot;, ali jedan to tuma\u010di kao &quot;vidjeti slova unatrag&quot;, a drugi to tuma\u010di kao &quot;vidjeti rije\u010di koje se kre\u0107u po stranici&quot;, tada ne bi bilo mudro zaklju\u010diti da zapravo testiraju istu stvar. Tako\u0111er je klju\u010dno da znamo koliku va\u017enost procjenitelji pridaju razli\u010ditim elementima koje mo\u017eda testiraju. Ako jedan procjenitelj vidi &quot;vizualnu percepciju&quot; kao iznimno va\u017enu, ali &quot;radnu memoriju&quot; kao relativno neva\u017enu, dok je drugi mislio obrnuto, bilo bi jednako nerazborito zaklju\u010diti da &quot;disleksija&quot; zna\u010di isto za obje osobe, \u010dak i ako oboje uklju\u010duju dva elementa u njihovim procjenama.<\/p>\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"<p>Introduction Focus group reports such as this should not be taken as an exact science. Although a broad range of opinions was canvassed from five different countries within the continent of Europe, there remains the opportunity for development: a larger number of countries could be investigated, more diagnosticians could be asked, feelings could be sought [&hellip;]<\/p>","protected":false},"featured_media":0,"template":"elementor_header_footer","acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v20.8 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>IO2 - Understanding \u2013 Testing \u2013 Interpretation: Cross-Border Practices in Dyslexia Assessment - The Dyslexia Compass<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/dyslexiacompass.eu\/hr\/report\/understanding-testing-interpretation-cross-border-practices-in-dyslexia-assessment\/\" \/>\n<meta property=\"og:locale\" content=\"hr_HR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"IO2 - Understanding \u2013 Testing \u2013 Interpretation: Cross-Border Practices in Dyslexia Assessment - The Dyslexia Compass\" \/>\n<meta property=\"og:description\" content=\"Introduction Focus group reports such as this should not be taken as an exact science. 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