Contrary to what one might think, evaluating has nothing to do with judgment in its most classic conception, on the contrary, when we speak of psychoeducational assessment, we refer to the measurement of the aspects involved in the student’s teaching / learning process in order to know their difficulties and above all, their capacities and skills.
However, the assessment does not focus exclusively on the assessment of the individual, but also includes aspects that should see how the student relates to the context and environment, both educational and family. Areas closely related to their educational response.
What do we mean by psycho-educational assessment?
Psycho-educational assessment it gives us a picture of the areas of development in which the person has more or less difficulty. And this information is used to support the student in achieving optimal development, by designing the appropriate instruments that highlight their potential and thus compensate for difficulties.
You could say that it would be like making her a “made to measure dress”, which in addition to being comfortable, is functional.
When to evaluate?
While it is true that evaluation provides us with very valuable information, it is not always necessary and practical to perform it.
A child should be assessed whenever any type of difficulty related to symbol manipulation (language) appears, if changes in academic performance are detected or difficulties are observed in basic instrumental areas, if opposition is observed in the acceptance of norms, if there are conflicts in social interaction, if we detect emotional and coexistence crises or problems of discipline.
We can also determine the realization of a psycho-pedagogical assessment to support the decision-making process of professional and / or professional orientation.
How to evaluate?
It is important that we let the student know that we will be doing an assessment. It is common in the clinic to find a high percentage of children who arrive at the session without knowing what they are coming from. We will of course have to adapt the message to the age and time of maturity of the child, but it is important that we inform them.
As adults we tend to interpret that there are things that are best for children not to know, or maybe there are problems that are difficult to solve because parents do not know. not how to explain them. And is accepting that we don’t have to know everything, a fact that must be admitted and this attitude can be very valuable in building our children’s self-concept.
If we do not feel safe in this area, we can seek advice from the professionals who will be in charge of the assessment so that they can guide us on how to transfer the information.
Children do the job better if they know something about what they are going to do, therefore providing them with information and preparing them for action will improve assessment results. The child already generates an expectation and does not encounter a new situation in which he could be more inhibited.
Another factor which influences or not the inhibition of the evaluated in the development of the session is related to the feeling of private space. It is important to inform the child that the assessment will be carried out with respect for privacy and that anything said outside the space about the assessment itself will be discussed. a deal.
What must be taken into account to carry out a psychoeducational assessment?
These are the main elements to consider in a psychoeducational assessment.
1 From the school’s request
Tutor, teachers, guidance service, or whatever family can ask us. Establishing a first premise helps us focus on the problem and be able to assess what kind of assessment we need to do and what areas might be assessed.
It is important to adjust the assessment to the age of the person being assessed. It is not the same to assess a child who is at an early stage as a child who is entering the pre-adolescent stage. Therefore, age is essential to know what type of assessment we are going to perform.
3. Difficulty analysis
Establish evaluation criteria depending on the information collected.
To make a correct assessment, we must learn to observe
5. Use broad spectrum assessment tools
These can be observation lists, structured interviews, etc.
The use of these instruments is essential because in many cases the initial request does not coincide with the basic problem or it generates difficulties related to the learning tasks. This evaluation of the general aspects guides us on which are the axes in which it is necessary to deepen the evaluation.
6. Evaluate skills
these they have to do with academic skills. Motivation, memory, executive functions, processing of learning information.
7. Evaluating emotional aspects and skills can be very helpful
These variables are closely related to academic performance. And in many cases, a seemingly learning problem can be determined by an emotional management difficulty.
As we can see from all of the above, the psychoeducational assessment is not without its complexity. Successful detection and understanding of the difficulty is essential for successful intervention. If you are looking for professional support in the field of educational psychology, educational psychology or counseling for parents in general, contact us.
Author: Isabel Rodero López, teacher at the TAP Center.