Psychological Assessment: A change of emphasis

Abstract

This article considers mays in which the nature of psychological assessment may change following the implementation of the national curriculum. The article highlights the relevance of recent developments in cognitive, social and ecological psychology for educational psychologists' practice.

Further iterations on using the Problem-analysis Framework

“…This view is informed by both theoretical models of how experts and novices go about solving complex and ill-structured real-life problems, and associated research looking at the constraints of human working memory, cognition and information processing systems (Anderson, Reder, & Lebiere, 1996;Anderson, Spiro, & Anderson, 1978;Argyris, , 1993bArgyris, , 2004Argyris and Schön, 1974;Chi, Glaser, & Farr, 1988;Dewey, 1933;Elstein, Shulman, & Sprafka, 1990;Eraut, 1994;Frederickson, Webster, & Wright, 1991;Glaser, 1984;Newell and Simon, 1972;Rose, 1999;Schraagen, 1993;Schwartz, Mennin & Webb, 2001;Shin, Jonassen & McGee, 2003;Simon, 1978).…”

Norm-referenced, Criterion-referenced, and Dynamic Assessment: What exactly is the point?

“…In view of the recent criticism of EPs' reports as being too descriptive (Wood, 1998) 'A description of the child's current skills in a given curriculum area' would appear to be the form of information that teachers could most readily provide without EP involvement (as suggested by Frederickson et al, 1991). A comment from one primary-school SENCo may explain the value of this basic form of assessment information in reassuring '… the teacher that the school's assessment is in agreement with that of the outside specialist'.…”

Processes of 'Change' and 'Continuity' in Educational Psychology--Part I

“…Although there is a substantial literature about novel EP practice (for example, Frederickson, 1990;Frederickson et al, 1991;Stoker, 1992;Gersch & Nolan, 1994;Gersch, 1996;Wolfendale, 1996;Burden, 1997;Monsen et al, 1998;Cline, 1999;Wagner, 2000), there is also evidence that traditional methods and approaches prevail (Thomson, 1996(Thomson, , 1998 and that change is necessary (Leyden, 1999). While the need for discontinuity has been recognised in education (Fullan & Stiegelbaur, Manuscript Fullan, 1993;Morrison, 1998), in business (Morgan, 1986(Morgan, , 1993Dawson, 1994;McWhinney, 1997) and in the public sector (Farnham & Horton, 1996;Lawton & Rose, 1991), there has been a relative dearth of literature on 'change' in professional educational psychology itself.…”