Student-Friendly Testing Descriptions
Adapted with permission by Rachele Teson, Ed.S., NCSP
Staci Suits, Ed.D.
From Helping Kids Ask Assessment Questions & Collaborative Reflective Questions
©Dr. Liz Angoff www.ExplainingBrains.com
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Student Interviews
Student interviews are not only a great way to build communication and rapport, but are used in order to learn more about the student’s experiences and strengths. The interview involves multiple open ended questions about how school is going, what they enjoy, and about their perspectives.
What it Looks Like
Student interviews are completed face to face in a one to one setting. The testing room is designed to be inviting to students.
What it Sounds Like
A student interview with your child may sound like this:
-“What do you like to do for fun?”
-“What comes easily to you?”
-“What is something you’re good at?”
-“What do you like best about yourself?”
-“What do you want to be when you grow up?”
-“What is working well for you in school?”
-“What could be going better?”
-“Is there anything you need help with?”
-“What is your favorite way to learn?”
-“What would a good day at school look like for you?”
-“If you had three wishes that could come true, what would they be?”
-“Do you have anything else you want to share with me?”
Cognitive Testing
Cognitive testing is used to look at your child’s thinking skills and how they learn. The test involves multiple mini tests around memory, problem solving, and other thinking skills. Cognitive tests have specific rules and instructions and usually take place over multiple sessions.
What it Looks Like
Cognitive testing is completed face to face in a one to one setting. The testing room is designed to be inviting to students while also having minimal distractions during testing sessions. I use sensory items, fidgets, and/or short games if extra reinforcers or breaks are helpful for the child in between mini tests.
What it Sounds Like
Cognitive testing with your child may sound like this:
“Your brain works by using special cells called neurons that connect to each other, making pathways or connections in your brain like billions of tiny roads. Some things are easy for your brain - we can think of these as brain highways. Some things are more challenging - we can think of these as construction zones. Everything that we do today will make your brain work in different ways. We’ll do some things with pictures, some with words, some with puzzles to solve, and some that will really make you pay attention. Your job is just to do your best. If something feels easy (like a brain highway) or challenging (like a construction zone), let me know so we can figure out why!”
Your child may be asked to reflect on their testing experience. For example,
-“Which activity was hardest and which was easiest? Why?”
-“Did you use any strategies for that activity? What made that strategy helpful?”
-“What would have made that activity easier?”
-“What do you do when that happens in the classroom?”
Academic Testing
Academic testing is designed to look at your child’s academic skills in specific subject areas. The test involves multiple mini tests and some are timed. The areas of academic testing will depend on the needs of the particular child. Some students may participate in reading, writing, and math tests while others may only require testing in reading and writing. Academic tests have specific rules and instructions and can sometimes take place over multiple sessions.
What it Looks Like
Academic testing is completed face to face in a one to one setting.
What it Sounds Like
Academic testing with your child may sound like this:
“Now we are going to do some _____ together. This will help me understand how you’re doing in school and what skills you and your teacher can focus on next. Your job is just to do your best. If something feels easy (like a brain highway) or challenging (like a construction zone), let me know so we can figure out why!”
Your child may be asked to reflect on their testing experience. For example,
-“Which activity was hardest and which was easiest? Why?”
-“Did you use any strategies for that activity? What made that strategy helpful?”
-“What would have made that activity easier?”
-“What do you do when that happens in the classroom?”
Social-emotional Testing
Social emotional testing is designed to look at your child’s observable attitudes, behaviors, and social skills, as well as external reactions. Social Emotional tests have specific questions and instructions and compare your child’s social emotional skills to other children their age.
What it Looks Like
Social emotional testing is more “behind the scenes” and involves questionnaires or interviews completed by adults that know your child as well as observations of them at school. Sometimes older students also complete self-report questionnaires interview style, face to face.
What it Sounds Like
Interviews with you may sound like this:
“We are going to complete a more formal interview together. This will help me understand what things look like at home, what your child is good at, and any areas of potential need. If there is anything you don’t wish to answer, that’s okay, too!”
or like this:
“Please complete the rating scales included based on their specific instructions, from your unique viewpoint and experiences. If you are unsure of a question, you can always write a note in the margins to provide additional information. You can return the rating scales to me." (for physical forms or online forms may be completed in which case the results will be shared with me automatically)
Social emotional testing with your child may sound like this:
“We are going to complete a more formal interview together. This will help me understand how your behaviors, friendships, and feelings are going at school. I will read a statement and you let me know if that’s true for you or not. If it is true for you, I may ask you if it’s true sometimes, often, or all of the time. Your job is to be honest as you answer these questions. If there is anything you don’t want to answer, that’s okay, too!”
Adaptive Behavior Testing
Adaptive testing is designed to look at your student’s observable skills and abilities related to independent functioning and daily living such as taking care of personal needs and navigating home and school at an expected level of independence. It also includes the ability to follow safety rules, communicate wants and needs, and the ability to feed and dress independently. Adaptive tests have specific questions and instructions and compare your child’s adaptive skills to other children their age.
What it Looks Like
Adaptive testing is more “behind the scenes” and involves questionnaires or interviews completed by adults who know your child as well as observations of them at school. Students are not typically asked to participate in self-report ratings. Most often, adaptive testing is better obtained through observations of the student.
What it Sounds Like
Interviews with you may sound like this:
“We are going to complete a more formal interview together. This will help me understand what things look like at home, what your child is good at, and any areas of potential need. If there is anything you don’t wish to answer, that’s okay, too!”
or like this:
“Please complete the rating scales included based on their specific instructions, from your unique viewpoint and experiences. If you are unsure of a question, you can always write a note in the margins to provide additional information. You can return the rating scales to me during one of our appointments,." (for paper/pencil forms, although I often use online versions in which case the results will be shared with me automatically).
Executive Functioning Testing
Executive functioning testing is designed to look at your child’s observable skills around emotion regulation, attention, organization, task initiation, and task completion.
Executive functioning tests have specific questions and instructions and compare your child’s executive functioning skills to other children their age.
What it Looks Like
Executive functioning testing involves questionnaires or interviews completed by adults that know your child as well as observations of them at school. Sometimes older students also complete self-report questionnaires interview style, face to face. Sometimes executive functioning testing includes direct measures so I can see your child's ability to focus and sustain attention during structured activities. I also complete detailed observations of your child's approach to tasks in order to assess EF.
What it Sounds Like
Interviews with you may sound like this:
“We are going to complete a more formal interview together. This will help me understand what things look like at home, what your child is good at, and any areas of potential need. If there is anything you don’t wish to answer, that’s okay, too!”
or like this:
“Please complete the rating scales included based on their specific instructions, from your unique viewpoint and experiences. If you are unsure of a question, you can always write a note in the margins to provide additional information. You can return the rating scales to me or if it is an online version, results will be shared with me immediately.”
Executive functioning testing with your child may sound like this:
“We are going to complete a more formal interview together. This will help me understand how your task initiation and completion are going here at school. I will read a statement and you let me know if that’s true for you or not. If it is true for you, I may ask you if it’s true sometimes, often, or all of the time. Your job is to be honest as you answer these questions. If there is anything you don’t want to answer, that’s okay, too!” OR "We are going to complete some tasks together that may be challenging for you, but please just try your best - no one gets them all right and I do this with students much older than you and no one ever gets all of them."
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