Assessment Of Basic Skills Research Articles

Assessment of basic locomotor movement skills of elementary school students using TGMD-2

Introduction. Basic movement is the foundation of human behavior and helps young children to learn new skills in other areas. A child can actively move and exercise if they have basic movement skills. Therefore, it is necessary to identify the real condition of children’s movement skills, especially lower grade elementary school children. This can be used as a reference to prevent undesirable outcomes, such as the onset of obesity in children. Method. This study is a Pre-experimental design conducted to assess basic movement abilities in learning activities of eight locomotor movements, namely walking, running, hopping, jumping, galloping, sliding, skipping, and leaping by means of observation through motion observation instruments using the Gross Motor Development 2 (TGMD-2) Test approach.The subjects of this study were 42 students from Pilahan public elementary school, including 14 students from grade 1, 14 from grade 2, and 14 from grade 3. Results. The research found that among the 42 lower grade students of Pilahan State Elementary School, 12 students scored below average, 14 students scored moderately, and 16 students scored above average. Conclusion. Thus, it is expected that this data can be used as a basis for evaluating students who have not scored above average. This data is also expected to serve as a reference for further research on the issue of lower grade elementary school students with below-average basic movement skills.

The effectiveness of a training program based on the assessment of basic language and learning skills- revised tool ‘ABLLS-R’ in reducing stereotyped behaviors among children with autism spectrum disorder

This study investigates the efficiency of a developed training program based on ABLLS-R in reducing stereotypical behaviors among children with autism spectrum disorder (ASD). The experimental approach is employed specifically the single experimental group. The study population consists of 7 children with simple ASD. A measuring stereotypical behaviors was developed which includes two dimensions (motor stereotypical and routine stereotypical behaviors), in addition, a training program based on the ABLLS-R is developed. The findings reveal statistically significant differences between the pre and post treatment of stereotypical behaviors among Jordanian children with ASD in favor of the post-treatment in terms of motor stereotypical behaviors and Routine stereotypical behaviors. The findings indicate that there is an impact and a direct effect on lessen stereotypical motor and routine behaviors among Children with ASD improvement rate (66.6%).

Exploring the Functionality of Technology-driven CPR Training Methodologies Among Healthcare Practitioners: A Randomized Control Pilot Study.

Cardiopulmonary resuscitation training in Malaysia has evolved from traditional to modern approaches, embracing technology for better outcomes. Smartphone-based training apps offer interactive learning with simulations and real-time feedback, improving cardiopulmonary resuscitation skills anytime, anywhere. This study evaluates the effectiveness of the smart-cardiopulmonary resuscitation application for healthcare practitioners. This randomized controlled pilot study was conducted with 30 healthcare practitioners at the University of Malaysia Sabah. Participants underwent a Cardiopulmonary Resuscitation Practical formal educational training program, and data were collected using a Basic Life Support questionnaire and skills assessment checklist sourced from the American Heart Association (2020). Data analysis was conducted utilizing repeated analysis of variance and the Cochran 'Q' test supported by Statistical Package for the Social Sciences statistical software. The control and intervention groups showed improved knowledge and skills from pre-to post-cardiopulmonary resuscitation courses; a significant increase was observed in the intervention group compared to the control group. The F-test indicated a significant time-group effect (F-stat (df) = 16.14 (2), p = 0.01). Cochran's 'Q' test also revealed significant changes in the proportion of healthcare practitioners passing their skills assessments over time (2 = 14.90, control 01). The smart-cardiopulmonary resuscitation application is convenient for refreshing cardiopulmonary resuscitation skills and maintaining proficiency. While it doesn't replace formal cardiopulmonary resuscitation courses, it saves healthcare practitioners and the community time and money. Both groups showed improved cardiopulmonary resuscitation knowledge and skills, with the intervention group using the smart-cardiopulmonary resuscitation application showing higher success rates after two months. Adopting smartphone-based cardiopulmonary resuscitation training with comprehensive content is recommended.

Unlocking Social Growth: The Impact of Applied Behavior Analysis on Children with Autism Spectrum Disorder

Autism spectrum disorder (ASD) is significantly known as social interaction impairment that can be reduced through early school-age intervention. The quasi-experimental research design was used to examine the effect of applied behavior analysis treatment on ASD children's interpersonal skills. The researchers used a purposive sampling technique to select 30 participants who have symptoms of ASD, which were divided into two groups (control and experimental) without gender discrimination. The assessment of basic language and learning skills (ABLLS-R) protocol and portage guide of early education was used to develop a questionnaire comprising four factors. The results indicate a statistically significant difference between the experimental and control groups in terms of students' interpersonal skills and the pretest and post-test scores of the experimental group. It is suggested that parents and therapists should develop a sharing ability among children with autism symptoms so they can understand social reinforcement.

OSABSS: An authentic examination for assessing basic surgical skills in surgical residents

ObjectivesThis study aimed to develop and validate the OSABSS (Objective Structured Assessment of Basic Surgical Skills), a modified Objective Structured Clinical Examination (OSCE), to assess basic surgical skills in residents. DesignA developmental study conducted in two phases. Basic skills were identified through literature review and gap analysis. The OSABSS was then designed as a modified OSCE. SettingThis study took place at Alborz University of Medical Sciences in Iran. InterventionsThe OSABSS was created using Harden's OSCE (Objective Structured Clinical Examination) methodology. Scenarios, checklists, and station configurations were developed through expert panels. The exam was piloted and implemented with residents as participants and faculty as evaluators. Participants32 surgical residents in gynecology, general surgery, orthopedics, and neurosurgery participated. 22 faculty members were evaluators. Primary and secondary outcome measuresThe primary outcome was OSABSS exam scores. Secondary outcomes were written exam scores, and national residency entrance ranks. Main resultsThe mean OSABSS score was 16.59 ± 0.19 across all stations. Criterion validity was demonstrated through correlations between OSABSS scores, written scores and entrance ranks. Reliability was high, with a Cronbach's alpha of 0.87. No significant inter-rater score differences were found. ConclusionsThe rigorous OSABSS development process produced an exam demonstrating strong validity and reliability for assessing basic surgical skills. The comprehensive station variety evaluates diverse technical and non-technical competencies. Further research should expand participant samples across surgical disciplines.

Comparative Study of the National Test Based on Core Competencies (Sichuan Version) and the New National College Entrance Examination (National Version)

This study aims to comparatively analyze the differences in the Chinese language component between the National Curriculum (Sichuan) based on core competencies and the New National Curriculum for the College Entrance Examination. With the upcoming reform of the “New National Curriculum for Chinese Language in the College Entrance Examination” in Sichuan region in 2025, understanding the similarities and differences between the two is crucial for educational practitioners and students in the region. The research finds that the New National Curriculum places a stronger emphasis on the assessment of core competencies, including language comprehension and application, thinking development and quality, cultural inheritance and innovation. In contrast, the National Curriculum (Sichuan) focuses more on the assessment of basic knowledge and skills. This study aims to provide references for educational practices in Sichuan, assisting teachers and students in better adapting to the requirements of the new college entrance examination.

VALIDITY AND RELIABILITY OF BASIC MANIPULATIVE MOVEMENT SKILLS TESTS FOR EARLY CHILDREN 6-8 YEARS

Basic motor skills assessment tests are widely used, including tests of manipulative basic movement skills. The basic manipulative movement skill test is used to measure the basic manipulative movement skills of early childhood. The purpose of this study was to find out whether it is suitable and effective for measuring basic manipulative movement skills in early childhood 6-8 years. The sample population used in this study were 30 different early childhood children aged 6-8 years in Pecallan Village, Natar District, South Lampung. Construct validity and reliability were calculated using Pearson's correlation with the results obtained that the study included 4 indicators, namely throwing, catching, hitting, and kicking, the results obtained were r count > r table (28; 5%) = 0.361. So it can be stated that all the indicator items used are valid. And based on the reliability test with Cronbach alpha, a value of 0.806 > 0.7 is obtained, so that it represents that these items are reliable for measuring the sample. In conclusion, thus that the manipulative basic movement skills test can be used to measure basic movement skills in early childhood 6-8 years.

The Effects of Applied Behavior Analysis on Verbal Behavior With Autistic Individuals Using the Verbal Behavior Milestones Assessment and Placement Program (VBMAPP) and the Assessment of Basic Language and Learning Skills (ABLLS).

Introduction Applied behavior analysis (ABA) is a fundamental practice-based intervention for treating autism spectrum disorder (ASD). Few studies have directly measured and evaluated the effects of ABA on verbal behaviors, mainly using the Verbal Behavior Milestones Assessment and Placement Program (VBMAPP) and the Assessment of Basic Language and Learning Skills (ABLLS) as outcome measures. This study aims to fill this gap by examining the relationship between ABA interventions and the enhancement of verbal skills, as measured by the VBMAPP and the ABLLS, in a convenience sample of individuals with ASD. Materials and methods At The Oxford Centers (TOCs) in Brighton and Troy, Michigan, USA, 33 individuals with autism received treatment from January 2018 to July 2021, spanning 43 months. A pretest-posttest design was employed to retrospectively examine any impacts between ABA interventions and alterations in verbal scores among individuals with ASD. Depending on developmental age, all subjects underwent two verbal assessments with a six-month interval in-between. Twelve children were administered the VBMAPP, while 21 were given the ABLLS. Results Paired t-tests for pretest and posttest VBMAPP subscales resulted in statistically significant effects (p<0.05) for (VBMAPP - Mand), (VBMAPP - Tact), (VBMAPP - Listener Responding), (VBMAPP - Visual Perceptual Skills and Matching-to-Sample), (VBMAPP -Independent Play), (VBMAPP - Social Play), (VBMAPP - Motor Imitation), (VBMAPP - Spontaneous Vocalization), (VBMAPP - Intraverbal), (VBMAPP - Group Behavior), and (VBMAPP - Linguistic Structure). As measured by Cohen's d, effect sizes were moderate to mostly high (-0.623to -1.688). There were non-significant results (p>0.05) for (VBMAPP - Listener Responding by Feature, Function, and Class) and (VBMAPP - Echoic). Paired t-tests for pretest and posttest ABLLS subscales resulted in statistically significant effects (p<.05) for all ABLLS scales: (ABLLS - Receptive Language), (ABLLS - Requests), (ABLLS - Labeling), (ABLLS - Intraverbals), (ABLLS - Spontaneous Vocalizations), (ABLLS - Syntax Grammar), (ABLLS - Social Interactions), and (ABLLS - Generalized Responding).As measured by Cohen's d, effect sizes were moderate to mostly high (-0.656 to -1.372). Conclusions The administration of ABA treatments had a noteworthy influence, with statistically significant impacts on improving verbal behaviors on 11 of the 13 VBMAPP scales and all of the ABLLS scales. As measured by Cohen's d, effect sizes were moderate to high for both scales. These findings underscore the importance and effectiveness of ABA interventions in enhancing verbal skills in children with ASD. However, it's crucial to note that further confirmatory studies are required to verify the reliability of these original findings, emphasizing the ongoing need for research in this field.

Assessment of Basic Thoracic Ultrasound Skills in Immersive Virtual Reality: Gathering Validity Evidence

Background: Operator skills are essential for thoracic ultrasound (TUS) to ensure diagnostic accuracy. Immersive virtual reality (IVR) has shown potential within medical education but never to assess TUS skills.This study aimed to develop an IVR test for assessing TUS skills, gathering validity evidence, and establishing a pass/fail score.Methods: An expert panel developed a test based on the TUS protocol by the European Respiratory Society (ERS) including a tutorial and two clinical cases (pleural effusion and interstitial syndrome) using an IVR platform [VitaSim, Denmark]. Four anterior, four lateral, and six posterior zones were available for examination and decision of diagnosis. Each correct examination equalled one point. The contrasting groups’ method was used to set a pass/fail score.Results: Data was collected at the during the ERS Congress 2022. We included 13 novices (N, experience: 0 TUS), 22 intermediates (I, 1-50 TUS), and 11 experienced (E, >50 TUS). Cronbach's alpha was 0.86. The total mean point scores in case 1 (C1) were N: 5.0±2.7; I: 7.3±2.4; E: 8.7±1.3 and in case 2 (C2): N: 4.5±1.8; I: 6.7±2.3; E: 8.5±2.1. Significant differences were found between the N and I for C1 (p=0.007) and C2 (p=0.02), I and E for C1 (p= 0.04) and C2 (p=0.019), and N and E for C1 (p<0.001) and C2 (p<0.001). The pass/fail score was seven points in each case.Conclusion: We established an IVR test that can distinguish between operators with different TUS skills. This enables a standardized, objective, and evidence-based approach to assess TUS skills.

Quality and Skill-based Assessment in Higher Education

Quality and Skill-based Assessment in Higher Education

Assessment of Basic Laparoscopic Skills for Surgical Residents on Simulation Based Endotrainer

INTRODUCTION Minimal invasive surgery revolution has bestowed surgeons the power to gain maximum access in surgical area of interest while inflicting minimal trauma. Simulator based training develops cognitive and psychomotor skills which identifies the limitations and strength of learner. AIM To assess the role of endotrainer for development of laparoscopic skills amongst surgical residents. MATERIALS AND METHODS A structured endotrainer program was conducted among 18 surgical residents for a period of 2 months from May – July22 in the department of general surgery in RRMCH, Bangalore, consisting of various tasks which each resident performed regularly for 2 months. The tasks performed were evaluated by a mentor on the basis of Global Rating Scale and the time taken to perform each task and feedback was taken from the subjects. RESULTS T test for 2 dependent mean using SPSS version23 with P value of &lt;0.05 was considered significant. Significant improvement observed in the performance of each participant from DAY1 to DAY30 and further to DAY60 both with respect to time taken as well as GRS score. Day 1, Day 30 and Day 60 GRS mean percentage growth exhibits 45% to 75% to 80% respectively. CONCLUSION Short term training not only proved to show significant improvement in the cognitive performance alongside exploring feedbacks, limitations and building perseverance. We conclude that simulation based training is the need of the hour in this laparoscopy era and should be incorporated as a compulsory module in the curriculum of postgraduate training.

The CURE assessment landscape from the instructor’s point of view: knowledge and skills assessments are highly valued support tools for CURE adoption

Course-based undergraduate research experiences (CUREs) are a high-impact educational practice that engage students with authentic research in the classroom. CURE development models include those designed and implemented at individual institutions to wide-reaching multi-institutional network CUREs. The latter have lowered barriers to implementation by providing a centralized support system, centralized training and curricula, and mentoring. CURE learning outcomes span the three domains of learning: knowledge, skills, and attitude. Assessment of these domains can serve a variety of purposes to a collection of different stakeholders. To better understand the CURE assessment landscape from the instructor’s point of view we surveyed instructors from an established network CURE. We found that these instructors, particularly those from associate’s colleges, overwhelmingly prefer use of knowledge and skills-based assessments over attitudinal CURE assessment instruments. Instructors value knowledge and skills assessment data when deciding whether to adopt a particular CURE and for identifying student misconceptions to improve CURE instruction, and for documentation necessary for Community College transfer agreements or for gaining approval from curriculum committees. CURE learning models have pointed toward use of generalizable instruments for measuring CURE outcomes, but since knowledge and skills assessments are typically CURE specific, obtaining funds for their development may not be realistic. To address this concern, we outline a CURE network stakeholder co-design process for developing and validating a knowledge and skills assessment instrument without external support or a sizable time commitment. We encourage network CUREs to leverage their communities to generate and validate knowledge and skills assessment instruments to further lower barriers for instructor adoption.

The application of objective clinical human reliability analysis (OCHRA) in the assessment of basic robotic surgical skills.

Using a validated, objective, and standardised assessment tool to assess progression and competency is essential for basic robotic surgical training programmes. Objective clinical human reliability analysis (OCHRA) is an error-based assessment tool that provides in-depth analysis of individual technical errors. We conducted a feasibility study to assess the concurrent validity and reliability of OCHRA when applied to basic, generic robotic technical skills assessment. Selected basic robotic surgical skill tasks, in virtual reality (VR) and dry lab equivalent, were performed by novice robotic surgeons during an intensive 5-day robotic surgical skills course on da Vinci® X and Xi surgical systems. For each task, we described a hierarchical task analysis. Our developed robotic surgical-specific OCHRA methodology was applied to error events in recorded videos with a standardised definition. Statistical analysis to assess concurrent validity with existing tools and inter-rater reliability were performed. OCHRA methodology was applied to 272 basic robotic surgical skills tasks performed by 20 novice robotic surgeons. Performance scores improved from the start of the course to the end using all three assessment tools; Global Evaluative Assessment of Robotic Skills (GEARS) [VR: t(19) = - 9.33, p < 0.001] [dry lab: t(19) = - 10.17, p < 0.001], OCHRA [VR: t(19) = 6.33, p < 0.001] [dry lab: t(19) = 10.69, p < 0.001] and automated VR [VR: t(19) = - 8.26, p < 0.001]. Correlation analysis, for OCHRA compared to GEARS and automated VR scores, shows a significant and strong inverse correlation in every VR and dry lab task; OCHRA vs GEARS [VR: mean r = - 0.78, p < 0.001] [dry lab: mean r = - 0.82, p < 0.001] and OCHRA vs automated VR [VR: mean r = - 0.77, p < 0.001]. There is very strong and significant inter-rater reliability between two independent reviewers (r = 0.926, p < 0.001). OCHRA methodology provides a detailed error analysis tool in basic robotic surgical skills with high reliability and concurrent validity with existing tools. OCHRA requires further evaluation in more advanced robotic surgical procedures.

Measuring HL in adolescent students: a preliminary report on the development of a task- and skills-based assessment instrument for use in educational settings

Health Literacy (HL) refers to personal competencies for accessing, understanding, appraising, and applying health-relevant information in order to make sound decisions in everyday life that promote the prevention of bad and maintenance of good health. Schools are seen as promising intervention settings for promoting these skills in adolescents. School testing that reflects health-related tasks that students need to complete in daily life stands the best chance of promoting growth in HL. Testing can facilitate the transfer of learning, i.e. the application of previous learning in the solution of novel problems in different contexts. This study presents a newly developed performance-based instrument for the measurement of HL knowledge and skills in adolescents in a school-based context, as well as the results of a validation study. The instrument aims to measure adolescents’ generic HL and takes account of competency-based principles of education. The results of the validation study prove the reliability, measured by Cronbach’s alpha, and construct validity (expert panel and factor analysis) of the newly designed instrument. The study also demonstrates that the instrument can distinguish between weaker and stronger students.

Assessment of Basic Computer Skills of the Alternative Learning System (ALS) Learners

Lack of instructional materials like computers was determined as one of the problems the ALS itself has faced therefore, this study objectified the basic computer skills among Alternative Learning System (ALS) Learners in San Jose, Dinagat Islands. 51 ALS learners comprised the respondents’ group and the assessment was conducted at Sta. Cruz, San Jose, Dinagat Islands. Results revealed that majority of the ALS learners had good knowledge of operating Windows, while a large percentage of them cannot effectively operate the Microsoft Word software with little to no knowledge of creating and editing documents. On the other hand, learners were determined to be beginners whose knowledge of operating emails and the internet were insufficient and were less exposed to learning Excel as this has found more complicated to use. However, ALS learners showed positive personal interest in learning computers despite their inability to own one due to socioeconomic or situational. Thus, it may recommend that the government must support the ALS program by providing an adequate number of computer facilities to cater to all the ALS learners and better enhance their level of basic computer skills, particularly in areas of General Windows, Microsoft Word, MS Excel or Spreadsheet and Internet/E-mail. Significantly, the DepEd needs to closely monitor the ALS program as its parallel learning system, so that out-of-school youth are provided with improved learning opportunities in all areas, especially in ICT.

Are COVID-Era General Surgery Interns Starting Residency Behind on Basic Surgical Skills?

To compare incoming general surgery interns' performance on a basic skills assessment before and after the COVID pandemic. A retrospective cohort study compared surgical skill performances of incoming general surgery interns. Each underwent an evidence-based standardized assessment (pretest) with 12-basic surgical knot tying and suturing tasks. A post-test was administered after a 3-month self-directed skills curriculum. Student's t-tests compared proficiency scores from pre-COVID vs. COVID-era general surgery interns before and after curriculum completion. p < 0.05 was significant. Data was collected from surgical residents in an academic general surgery program in the United States. General surgery interns from 2017 to 2019 (pre-COVID) and 2021 to 2022 (COVID-era) were included. Interns with missing data or extreme outliers were excluded. A total of 100 interns in general surgery were included in the pretest cohort (59 pre-COVID, 41 COVID-era) and 101 interns were in the post-test cohort (66 pre-COVID, 35 COVID-era). COVID-era interns scored significantly lower on the pretest compared to pre-COVID interns (COVID-era 721.9+/-268.8 vs. pre-COVID 935.9+/- 228.0, p < 0.001). After the skills curriculum both cohorts improved their proficiency scores. However COVID-era interns still scored significantly lower (COVID-era 1255.0+/-166.3 vs. pre-COVID 1369.8+/-165.6, p = 0.001). This analysis objectively described deficits in fundamental surgical skills for incoming interns whose medical school education was disrupted by the COVID-19 pandemic. A targeted surgical skills curriculum partially remediated these deficiencies. However, many surgical interns may need additional intervention and potentially more time in order to fully develop their surgical skills and meet the competency requirements required for advancement.

Validation of a basic ground skills assessment for equine-assisted services

Validation of a basic ground skills assessment for equine-assisted services

Where to Go From Here? Development of a Quality Improvement Approach to Skills-based Assessment

Where to Go From Here? Development of a Quality Improvement Approach to Skills-based Assessment

Participation Performance of Students’ Basic Teaching Skills in Microteaching

This study aims to describe the participation performance of students' basic teaching skills in microteaching. This quantitative study utilized questionnaire to collect the data. The data is processed based on a standardized scale in the assessment of basic teaching skills using the Likert scale. Based on the distribution of 32 respondents viewed from 7 indicators of opening skills, namely indicators of attracting attention and generating motivation, 23 respondents received a scale of 5 (very good) with an achievement of 0.68. The skills to close the lesson are indicators providing references, showing links, and making summaries. The visible scale is 2 (less) with 27 respondents, and the level of achievement is 0.84. In general, the skills of opening lessons are in a good category, but the skills of closing lessons are still lacking. Observation of the skill to explain, it appears that the achievement score indicators of motivation and clarity (use of language, intonation) got a score of 5 (very good) from 25 respondents, with an achievement of 0.78. In detail, the weaknesses can be seen in the organization of insufficient material explanations, providing relevant examples, and applying fun learning methods. Questions or feedback are only memory and memorization, as seen in 27 respondents who got a scale of 2 (less) with an achievement of 0.87. It means that microteaching provides positive effect in helping them become more confident, gain experience, teach a lesson effectively, communicate effectively, wrap up a lesson, manage a classroom, plan ahead, and manage their time effectively.

Development of a proficiency-based training curriculum for beginners in endoscopic endonasal surgery

ObjectivePrecise endoscopic skills are critical for endoscopic endonasal surgery (EES) to ensure patient safety, as well as to succeed as a surgeon. Among these skills, basic skills such as hand-eye coordination and bimanual dexterity are the most important skills for novice surgeons. However, there is no proficiency-based training for the basic skills in EES. In this study, we aimed to develop a proficiency-based training curriculum for beginners in EES using tractable tasks and to assess the curriculum's validity and educational benefits. MethodsTraining tasks for basic surgical skills of EES were created by experts, using a low-cost and simple simulator. Subsequently, a proficiency-based training curriculum was developed through a preliminary study. The face and content validity of the curriculum was evaluated by expert surgeons. The construct validity was confirmed by comparing the scores of the medical students with those of the experts. In addition, the educational benefits of the curriculum were assessed by comparing the scores of the medical students before and after the implementation of the curriculum. ResultsA proficiency-based training curriculum using six tractable tasks was developed in the preliminary study. Replication of real surgical situation, camera navigation, and instrument operability under endoscopy were all highly appreciated (4.6, 4.6, and 4.8 out of 5 points, respectively), which indicates face validity. The content validity of the curriculum was demonstrated by the results of the questionnaire (4.4 out of 5 points). The curriculum was implemented by 12 medical students. The initial student scores were significantly lower than the expert scores (mean score: 61.9 vs. 100.0, p < 0.001), and each coefficient of variation of the student scores was higher than that of the expert scores (p < 0.01), supporting the construct validity of the curriculum. The mean student composite scores were statistically improved after the training (61.9 vs. 93.3, p < 0.0001). In addition, improvement of five other medical students’ EES skills through this training curriculum was confirmed in cadaver dissection (1.7 vs. 3.7, p < 0.0001). ConclusionThe validity of the proficiency-based training curriculum developed through the preliminary study was established based on the questionnaire of experts and the difference between student and expert scores. In addition, the educational benefits were demonstrated by the students’ learning curves. The low-cost and simple simulator seems appropriate as an entry model for beginners in EES, and this curriculum can provide rapid intervention and objective assessment of basic skills in EES.