Educational psychologists assessment of children’s arithmetic skills

Abstract

This paper explores a range of tools and approaches available to Educational Psychologists asked to assess mathematical skills and understanding. The main assessment tools and techniques commonly used by EPs are standardised tests, curriculum based assessment, observation and dynamic assessment. Compared with assessment of reading skills there are fewer standardised tests available for the assessment of mathematical skills and the validity of these is questioned. It is suggested that when an EP has a good understanding of how mathematical skills develop and of the key cognitive skills, social experiences, attitudes and strategies that underpin progress then an interactive assessment style can emerge. I describe how observation combined with interactive questioning using a detailed guide developed in Leeds provides a useful and flexible adjunct to standardised tests and curriculum based assessment. This more wide ranging approach may be more time consuming but can give a better understanding of the gaps in the pupil’s understanding, the strategies they bring to mathematical tasks and how they may, or may not, be able to use these skills in everyday life.