What tests are in a psychoeducational evaluation?

A psychoeducational evaluation is a set of tests and other tools that look at how your child thinks, learns and behaves at school. A school psychologist leads most of it, often with a special education teacher.^[4] The goal is to find out whether your child has a disability and what help would work.

The rules say the school must use a variety of tools and cannot rely on any one test.^[1] So the evaluation is more like a set of puzzle pieces than a single score.

The main types of tests

The table shows the kinds of tests you are most likely to see. Your child will not take every one. The evaluation team picks what fits the concern.

Testing is usually split into two to four sessions so your child does not get tired. Ask if your child does better in the morning.

Cognitive tests

These tests are sometimes called IQ tests. They look at how your child reasons with words and pictures, holds information in mind and works quickly. Common ones in schools include the Wechsler scales, the Woodcock-Johnson cognitive battery and the Kaufman tests. The name matters less than what the scores show.

The results come in parts. A child might do well at reasoning with pictures but slowly on tasks that need speed. That pattern helps the team understand why school is hard.

Achievement tests

These tests show what your child has learned in reading, writing and math. They look at skills one at a time, such as reading single words, reading made-up words, understanding a passage, spelling and solving math problems. Widely used ones include the Wechsler achievement test, the Woodcock-Johnson achievement battery and the Kaufman achievement test.

The scores compare your child with other children the same age or grade. A standard score of 100 is average. The page on standard scores and percentiles shows how the numbers line up.

Processing and memory tests

Some evaluations add tests of specific skills that support learning. A reading concern often brings a test of sound skills, called phonological processing. A handwriting concern may bring a test of how well the eyes and hands work together. A child who forgets directions may get a memory test.

Rating scales

Rating scales are forms with questions like "How often does your child lose things?" You answer with choices such as never, sometimes, often or almost always. Teachers fill out the same kind of form. The answers are compared with other children the same age.

Scales can look at attention, behavior, worry, mood, social skills or daily living skills. Answer based on what you really see, not on a good or bad day. If you see a big difference between home and school, write a note.

Observation and interviews

The psychologist watches your child in class, usually during the time the problem shows up. They count things like how often your child is working, asks for help or gets up. They also talk with you about your child's health, early development and what happens at home. Older children are often asked what is hard and what helps.

Annotated example: the list of tests in a report

Most reports start with a list of what was used. Here is a made-up one for a fictional third grader. The notes after it explain each line.

• Record review. The team read grades, past test scores and intervention data first.
• Parent interview. Your part. Check that the date is there and that what you said is in the report.
• Classroom observation, reading block. Good. The concern is reading, so they watched reading.
• Cognitive assessment, two dates. Split into two sessions. That is common.
• Achievement and phonological processing tests. These answer the reading question directly.
• Rating scales, parent and teacher. Both views are included. If only one is listed, ask why.
• Reading probes. Short classroom tests that show real-world reading, not only test-day reading.

If an area you worried about is not on the list, ask about it. The school must test in all areas where a disability is suspected.^[1]

Questions to ask the team

1. "Which tests will my child take, and what does each one look at?"
2. "How many sessions will testing take, and what time of day?"
3. "Will my child miss a favorite class or recess for testing?"
4. "Is the testing being done in my child's strongest language?"
5. "Will someone observe my child in the class where the problem happens?"
6. "When can I see the report? Can I have it a few days before the meeting?"
7. "Who will explain the scores to me?"
8. "What happens if I disagree with the results?"

What to do next

1. Read the assessment plan before you sign it. The page on the assessment plan explains each part.
2. Fill out your rating scales and history forms. Return them on time so they are in the report.
3. Ask for the report before the meeting. You have a right to a copy.^[2] Then use how to read a psychoeducational report to go through it.
4. Check the timeline. The IEP due date calculator shows when testing must be done, based on the date the school got your consent.
5. Get free help. Your state's Parent Training and Information Center can explain test results and your rights.^[5]

If you disagree with the school's evaluation, you can ask for an independent evaluation by someone outside the school.^[3] The whole process is in the IEP evaluation process.

Frequently asked questions

Use it in IEP Atlas

• Evaluation in the IEP glossary
• Standard score in the IEP glossary
• Norm referenced test in the IEP glossary
• IEP due date calculator

Related guides

• The IEP evaluation process: from referral to eligibility
• How to read a psychoeducational evaluation report
• Psychoeducational report recommendations teams can use
• Consent for evaluation: what you are signing
• Standard scores and percentiles on one bell curve

Sources

1. 34 CFR §300.304: Evaluation procedures, U.S. Department of Education (IDEA website)
2. 34 CFR §300.306: Determination of eligibility, U.S. Department of Education (IDEA website)
3. 34 CFR §300.502: Independent educational evaluation, U.S. Department of Education (IDEA website)
4. What Is a School Psychologist?, National Association of School Psychologists
5. Center for Parent Information and Resources, CPIR

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.