What is the psychopedagogical evaluation?

Contrary to what we may think, evaluating does not have to do with judging in its most classical conception, rather, When we speak of psychopedagogical evaluation, we refer to measuring the aspects involved in the student's teaching / learning process with the aim of knowing what her difficulties are and, most importantly, her abilities and skills.

However, the evaluation does not focus exclusively on the assessment of the individual, but also includes aspects that have to do with how the student relates to the context and environment, both educational and family. Areas closely related to their educational response.

• Related article: "Educational psychology: definition, concepts and theories"

What do we understand by psychopedagogical evaluation?

The psychopedagogical evaluation provides us with a photograph of the areas of development in which the person has more or less difficulty. And this information helps us to accompany the student in achieving optimal development, designing the appropriate instruments that value their potential and thus offsetting the difficulties.

We could say that it would be like making a "tailored suit", which is not only comfortable but also functional.

When to evaluate?

Although it is true that the evaluation provides us with very valuable information, it is not always necessary and convenient to do it.

A child should be evaluated whenever any type of difficulty related to the use of symbols (language) appears, if they are detected changes in academic performance or we observe difficulties in basic instrumental areas, if oppositionism is observed in the acceptance of norms, if there are conflicts in social interaction, if we detect emotional and coexistence crises or problems of discipline.

We can also determine the performance of a psycho-pedagogical evaluation to accompany the decision-making process for vocational and / or professional guidance.

• You may be interested in: "The 6 stages of childhood (physical and mental development)"

How to evaluate?

It is important that we inform the student that we are going to carry out an evaluation. It is common in consultation to find a high percentage of children who come to the session without knowing what they are coming for. Of course, the message will have to be adapted to the age and maturity of the child, but it is important that we inform them.

As adults we tend to interpret that there are things that it is better for children not to know, or perhaps there are issues that are difficult to address because parents do not know how to explain them. And it is that accepting that we do not have to know everything, is a fact that must be admitted and This attitude can be of great value in the construction of the self-concept of our children.

If we feel insecure in this area, we can ask the professionals who will be in charge of the evaluation for advice so that they can guide us on how to transfer the information.

Children cope better with homework if they know something about what they are going to do, therefore, providing them with the information and preparing them for action will improve the results of the evaluation. The child already generates an expectation and does not find a new situation in which he may be more inhibited.

Another factor that influences the inhibition or not of the evaluated in the development of the session has to do with the feeling of private space. It is important to communicate to the child that the evaluation will be carried out under the premise of privacy and that everything that is going to be said outside the space about the evaluation itself will be consensual.

What must be taken into account to carry out a psychopedagogical evaluation?

These are the main elements to consider in a psychopedagogical evaluation.

1 Starting from the demand by the school

Tutor, teachers, guidance department, or the request that the family can make us. Establishing a first premise helps us to focus on the problem and to be able to assess what type of evaluation we have to carry out and what areas are likely to be evaluated.

2. Age

It is important to adjust the evaluation to the age of the evaluated. It is not the same to evaluate a child who is in an early stage than a child who is entering the preadolescent stage. Therefore, age is essential to know what type of evaluation we are going to carry out.

3. Difficulty analysis

Establish evaluation criteria based on the information collected.

4. Observation

To carry out an adequate evaluation it is necessary that we learn to observe

5. Use broad spectrum assessment instruments

These might be observation lists, structured interviews, etc.

The use of these instruments is essential since on many occasions the initial demand with the underlying problem or that is generating difficulties associated with the tasks of learning. This evaluation of the general aspects guides us on which are the foci in which to deepen the evaluation.

6. Assess skills

These have to do with academic skills. Motivation, memory, executive functions, information processing of learning.

7. Assessing emotional aspects and competencies can be of great help

These variables are closely related to academic performance. And in many cases an apparently learning problem can be determined by a difficulty in emotional management.

Resume

How we can appreciate from all the above, the psychopedagogical evaluation is not without complexity. An accurate detection and understanding of the difficulty is essential to achieve success in the intervention. If you are looking for professional support in the field of psychopedagogy, educational psychology or counseling for parents in general, Get in contact with us.

Author: Isabel Rodero López, Pedagogue at Centro TAP.