What is a psychological assessment?

The purpose of a psychological assessment is to assess the cognitive, emotional, social, relational, behavioural, physical and or neurodevelopmental functioning of an individual by utilising a combination of psychological and educational instruments and techniques. The psychological assessments are used by the psychologist to provide insight into the individual’s ability, personality, behaviour, mental and emotional status, learning potential and possible learning or socio-emotional difficulties. Psychological assessments are important measures that can be used to assist children, adolescents, adults and families in order to better understand their specific needs, and to assist them in developing suitable interventions which aim to improve optimal functioning.

Assessments are generally conducted when:

• The child is not performing at grade/age- expected level.
• There is an unexpected decrease in scholastic performance.
• The parents/caregivers are concerned about the client’s social, emotional and or cognitive development.
• Possible learning difficulties are identified or suspected by teachers, parents or other relevant role-players.
• The individual shows sudden behavioural changes and concerns.
• Learners with certain neurodevelopmental disorders may require concessions/accommodations (additional time, scribe, reader, use of computer, electronic reader, enlarged font, braille word processor, handwriting, spelling, separate venue, practical assistant, prompter, rephrased examination papers, rest breaks, specific equipment, medication/ food intake, etc.)
• Sudden changes in the individual’s emotional state (withdrawal/ “acting out”).
• Difficulties learning, retaining and recalling information that was previously taught.
• Challenges with attention and concentration.
• Difficulties with reading, spelling, writing and mathematics, that does not seem to get resolved.
• The adolescent seems unsure about which subjects to elect or which line of work they may be interested in.
• The individual is uncertain regarding future study options and career paths.

1. School Readiness Assessments

Research indicates that the early childhood years are crucial for future learning and development. Therefore, the purpose of a School Readiness Assessment is to determine readiness for formal school entry and to identify any pre-schoolers that may require additional learning support, interventions or retention (holding the child back a year). During a School Readiness Assessment, importance is placed on physical development (fine and gross motor development); cognitive skills; visual and auditory processing abilities; spatial awareness and number sense; academic readiness; as well as the child’s social and emotional functioning. School Readiness Assessments also focus on the child’s emotional maturity, ability to follow directions, and ability to co-operate with their peers, teachers and any necessary participating individuals.

With early screening, identification and support, a School Readiness Assessment can identify possible challenges or delays related to learning and development, which the child may experience. These challenges can then be addressed accordingly, so that the child’s transition from pre-school into formal education may be easier and less overwhelming. School Readiness Assessments may also reassure parents/caregivers that their child’s learning and development is progressing adequately.

2. Psycho-Educational Assessments

A psycho-educational assessment (full-global assessment) involves a comprehensive evaluation of the various domains of functioning, including the client’s cognitive functioning and ability; current scholastic performance (reading, writing, spelling, mathematics); perceptual skills (auditory- and visual processing); neurodevelopmental functioning; concentration/attention; and socio-emotional functioning, which impacts the client’s learning and development.

The process of conducting a full-global assessment includes the following:

• Intake interview with parents/caregivers (background information & history).
• Assessments (formal & informal evaluations and testing, usually completed over 2-3 sessions).
• Questionnaires or consultations with significant role-players (Teacher-questionnaires, Parent-questionnaires, Self-evaluations, and Checklists).
• Full written report (including results and recommendations).
• Feedback session with parents/caregivers (discussion of results and findings, recommendations and any other proposed actions or uncertainties).

3. Concession & Accommodation Assessments

Concession or Accommodation assessments are used to determine if clients/learners with barriers to learning require specific support (concessions/accommodations) to help them achieve their full potential within the schooling-context. These concessions or accommodations assist learners to be able and participate equally in educational settings. Clients/learners who submit their applications for any of the given concessions/accommodations (additional time, scribe, reader, use of computer, electronic reader, enlarged font, braille word processor, handwriting, spelling, separate venue, practical assistant, prompter, rephrased examination papers, rest breaks, specific equipment, medication or food intake, etc.), will be required to submit a psycho-educational assessment report to the schools, education departments (GDE), the IEB, universities or tertiary institutions, for approval. During the discussion of the results and findings pertaining to the assessment, suitable strategies (concessions/accommodations) that may support the client/learner will be recommended by the psychologist.

In order to apply for Concessions and Accommodations, the following documentation must generally also be submitted:

• Psycho-educational assessment report (including relevant forms for application).
• Relevant medical report (information related to diagnosis, treatment and recommendations).
• Supporting historical evidence (any related documentation and reports from other specialists or professionals).
• Educator comments (remarks/observations from at least three different teachers).
• School reports and samples of school work to support the application for specific concessions/accommodations.

4. Subject Choice Assessments

The purpose of a Subject Choice Assessment is to assist learners (usually in Grade 9) to make informed decisions, regarding their choice of subjects for Grade 10 to Grade 12. These assessments combine important information concerning the learner’s aptitude, personality, interests and values. Findings and results provide potential insights for the learners and their parents/caregivers, regarding possible career paths, further tertiary training, or other future endeavours, that are related to the learner’s individual profile and possible subject choices.

5. Career Guidance Assessments

Career Guidance Assessments are used to support clients (usually Grade 11 & 12, and adults) in making informed decisions regarding their career/occupational development (choosing a career path, maintaining career satisfaction, or changing career paths). These assessments aim to investigate a client’s aptitude, personality, interests, values, skills and preferences, which directly and indirectly may affect their curiosity and possible satisfaction regarding potential careers, work situations, or further tertiary training. Career Guidance Assessments are used to assist clients in discovering suitable career paths, that may bring about success, satisfaction and meaning/purpose.