In the case a child is experiencing difficulty in academic learning, a school psychologist may undertake formal and informal diagnostic assessments to identify the occurring issue in question. In an unbiased formal evaluation, it is evident an individualized intelligence test along with standardized academic test may be provided to the learner. The Wechsler Intelligence Scale for Children (WISC) is the most preferred formal intelligence test for evaluating student capability. The informal evaluation involves day-to-day assessment conducted by the psychologist or reports received from the teachers themselves based on their observations of the child. An example includes when the teacher notes that a student has incomplete notes despite receiving proper instruction to complete or creating numerous sentences that are not logically sound. The school psychologist should not administer the formal evaluation without the consent of the parent as it is against the law in numerous states. It is also based on ethical codes as it highlights the importance of undertaking action to the benefit of the child.
Interpreting Formal Specialized Diagnostic Assessment
It is easy to interpret the formal specialized diagnostic assessment. For the WISC, a score sheet is available to record the scores of the child on every intelligence measure. The school psychologist should identify whether the child is above or below average according to the age and gender.
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Interpreting Informal Specialized Diagnostic Assessment
It is somewhat difficult to interpret informal evaluations conducted on the learner. The fact that the diagnostic assessment is informal means that the measures used are not proven and may be wrong. However, the clinician may incorporate the definitions provided by research to identify the presenting concern that is affecting the child. With the help of the caregivers and the teachers it is possible to interpret results by making an association to the formal assessment.
Use of Assessment in Designing Programs and Placement Decisions
Both assessments are integral to the development of programs and identifying eligibility of the child. The results identify the significant exceptionalities of the child. For instance, WISC may emphasize that the child does not have effective capability in solving mathematical equations. This measure points out the need for a program that solely focuses on improving mathematical capability and improving the speed of the working memory.
Strategies in Communicating Assessment Results
The assessment results should be effectively communicated to the relevant stakeholders as a means of identifying appropriate measures of enforcing the individualized education program. A formal written report should help demonstrate clearly the disability and needs of the student. The parents and teachers who attend to the child should receive a detailed approach of associating with the learner such that they can achieve maximum learning. The school psychologist should show empathy to the caregivers and avoid using a tone or language that is discriminative of the student’s predicament.
