Professional Documents
Culture Documents
Educational Psychology Assessment in Scotland
Educational Psychology Assessment in Scotland
Introduction
Assessment by an education psychologist is a process which involves the gathering of
information from a variety of sources in a range of settings over a period of time. It
necessarily involves parents, carers, teacher, children and young people. The purpose of
educational psychology assessment is to inform future intervention. Its breadth
encompasses cognitive, emotional and social factors. The ultimate aim of effective
educational psychology assessment is usually to limit the effects of barriers to learning and
to promote the inclusion of the child or young person.
Gather good quality information about the child or young person in context
Analyse the information gathered
Analyse and test factors which may be contributing to the perceived difficulty
The education psychologist will usually be joining the assessment process after people
directly involved with the child or young person have already gathered information and
implemented a cycle of intervention and review.
An education psychologists contribution to the assessment process may be based on direct
or indirect involvement with the child, or on a combination of both. If may be drawn from
information gathered in consultation with a teacher, parent or other professional, or through
a teacher using an agreed investigative framework. In order to supplement this, where
necessary, it may also involve approaches including classroom observation, analysis of
work, questionnaires, curriculum-based assessment, dynamic assessment, and measures of
social-emotional factors using recognised assessment materials as appropriate.
The approaches used will depend on the questions to be answered and on the context
within which the difficulties arise. The general process of assessment to which the
educational psychologist contributes involves clarifying and establishing the roles of those
involved, testing hypotheses and planning interventions based on the analysis of information
gathered. The educational psychologists contribution is informed by evidence-based
practice and subsequent evaluation of the outcomes.
Assessment is carried out in collaboration with parents or other carers, and with other
professionals. It recognises that the primary assessors are those who work most
closely with the child or young person.
Assessment is based on the child or young person in contest and does not involve
diagnosis of a medical condition. Information from educational psychology
assessment may however contribution to a multi-agency assessment, which could
result in a medical diagnosis.
Assessment techniques are based on an understanding of current methodologies
and research and are informed by educational psychologists continuing professional
development.
Assessment techniques are sensitive to the social and emotional development of
young people, as well s their cultural and linguistic backgrounds and comply with the
Disability Discrimination Act (1995)/ Special Educational Needs and Disability Act
(2001).
Parental agreement for the involvement of an educational psychologist will always be
sought, apart from in exceptional circumstances, or when a young person is able to
give informed consent, or they themselves make an informed request for
assessment.
Assessment includes the child or young person as a consenting participant. It will
always seek and take in to account their views.
The results of assessment will be presented so that they are clear and accessible to
those to whom they are presented. Such information will always be dealt with in
compliance with data protection legislation.
Assessment is carried out in accordance with The BPS Code of Conduct, Ethical
Principles and Guidelines (November 2004) and adheres to the Code of Good
Practice for Psychological Testing) www.psychtesting.org.uk). Account must be taken
of the reliability, validity and possible bias of any assessment materials used.