Assessment & scholastic decisions

Is your child ready for assessment and scholastic decisions?

Candice’s educational assessments began in pre-school with an interview and an observation. The area in which they lived had no mandatory pre-school requirements. On registration day, Candice and her mother came to school and were interviewed briefly. A teacher rated Candice’s cognitive and socio-emotional skills. Her development was judged normal, and she started attending pre-school.

During the year, she experienced difficulty in paying attention and participating in group activities, although she was neither aggressive nor hostile. She was given the ‘school readiness’ test at the end of pre-school and performed as an average child. Her teacher recommended that she attended Grade 1, but her parents balked: They didn’t think she was ready.

They took her to an educational psychologist and requested further psychological assessments. The educational psychologist administered an individual intelligence test and a “projective test” in which Candice was asked to tell a story about what was happening in a set of pictures. The psychologist interviewed her, her parents and the teacher. The results described her as normal, both in cognitive ability and in social-emotional development.