When we think of an evaluation, many of us picture a sit-down test. Maybe we picture a verbal component and a written component. Maybe we even picture a component that requires movement. While these things are often part of an educational evaluation, the entire process is much more complex. One student’s evaluation may look completely different from his classmate’s. The components of an evaluation depend on the individual student’s needs and the reasons for having the evaluation done in the first place. Here are the most common parts of an educational evaluation and what they address.
Before the Test
It’s important to keep in mind that a lot goes into planning for an evaluation. It isn’t the case that once a parent requests it, it just happens! First, a team assembles and meets to determine which types of assessments would be most appropriate to include in the evaluation. This team usually consists of the child’s teacher(s), family, a special education teacher, and sometimes an administrator. When appropriate, the child can participate in this meeting as well.
Types of Tests
Here are the most common types of assessments available as part of an evaluation:
Psychological evaluation – This test assesses a child’s behavioral, social, and emotional skills.
Psycho-educational testing – This is the test students would receive to assess their cognitive and intellectual functioning. This test addresses both a child’s processing as well as his or her level of ability in academic tasks and knowledge.
Interviews – These are meant to give the evaluator insight into the child that would not be possible in an isolated testing timeframe. Interviewees typically include family members, teachers, and the student himself.
Classroom observation – An observation allows the evaluator to see the student in action. They might be looking for how students function around peers, how they navigate around the classroom, and how they respond to academic tasks.
Functional Behavioral Assessment – An FBA is administered to seek specific insight into the root of a student’s behaviors. When applicable, an FBA is often followed by a BIP (Behavioral Intervention Plan) to address and correct undesired behaviors.
Speech-language evaluation – For students who are suspected to have a speech-language impairment, this assessment provides information on a student’s related skills and where there may be gaps.
Occupational/Physical Therapy evaluation – This identifies any needs the child may have related to fine or gross motor functioning.
While the list above is not exhaustive, these are the most common types of tests. Other more specialized tests are available as well.
Depending on the types of tests being administered and how many there are, evaluations typically span over several days. Depending on who is administering the test and what their schedule looks like, there may even be several days in between components of the evaluation. Regardless of when it takes place, the evaluator(s) must complete all components within 60 days of the referral.
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