Stepping stones

 

Dr Irene Broadley BSc PGCE MEd MSc PhD CPsychol
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Chartered Educational Psychologist
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The Assessment
What is the purpose of the assessment?
The cognitive assessment aims to provide data describing patterns of strengths and weaknesses. This generates an understanding of different patterns of acquiring learning, and what interventions are available and ensures that pupils are ‘maximising their potential’ and working at a level appropriate for their cognitive ability. Diagnosis ensures correct recommendations and together with observations from other sources, this will enable Dr Broadley to suggest ways forward.
Who will carry out the assessment?
Dr Irene Broadley conducts all initial assessments.
How long does the assessment last?
You should allow at least two hours for the initial assessment. Depending on age and ability let your son or daughter know that they are going to play different games to help them at school, or that the assessment aims to help them develop their skills.
When do I receive the report?
You can expect the report within 3 weeks of an assessment. This will include the full results outlining abilities along with recommendations to create appropriate individual targets.
How it works
Assessment
Post assessment
Examples
Assessment Form
The full assessment will entail:
Preliminary discussion and background information and developmental history.
Literacy assessments – reading, spelling and reading comprehension age.
Full psychometric assessment using age appropriate tests compared with national schools.
Calculation of Verbal, Performance, Speed of Processing and Memory Scales as well as full IQ when possible.
Cognitive assessment involve a range of tests which look at abilities such as thinking, understanding, remembering and solving puzzles as well as oral arithmetic and basic general knowledge.
Identification of specific strengths and weakness.
Full emotional literacy assessment involving child, parent and the school.
Full self-esteem assessment, how successful the learner feels and their motivation to learn.
Fine motor, writing and drawing assessment.
Observations of learning style: visual, verbal, auditory, physical, to promote effective learning.
Understanding of instructions, type of instructions needed, and whether further verification is required.
Recommendations of ways forward for an intervention plan.
Possibility of outlined report e-mailed within 10 days for initial agreement.
Hard copy of signed comprehensive report delivered by post. Additional assessment may be thought to be necessary, such a in-depth assessment of long and short term memory, visual and auditory memory, phonological awareness or visual-perceptual skills.
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