What influences an Educational Psychologist’s assessment tool choice? A q methodology exploration
Abstract
Background
Research considering assessment practice and tools used by educational
psychologists (EPs) in the UK is minimal. Literature available indicates continued
use of standardised assessments (Rees, Farrell, & Rees, 2003; Woods & Farrell,
2006) and that confidence (amongst other factors) impact on dynamic assessment use
(Deutsch & Reynolds, 2000). Exploring influences on an EP’s assessment tool
choice will facilitate a greater understanding of this little explored aspect of practice.
An intention of the study is to promote increased professional reflection about
assessment practice and, in turn, how that might contribute to better quality
information about children and young people’s learning.
Aims
This study aims to explore what influences an EP’s assessment tool choice when
working individually with a child or young person.
Sample(s)
Sixteen practising EPs (independent and local authority employed) gave their views
on assessment tool choice influences via a Q sort.
Methods
Participants were asked to sort 72 statements regarding possible influences. These
statements were derived from transcribed focus discussions on assessment influences
in addition to literature. Participants were also asked to state assessment tools
frequently used.
Results
Q sort analysis revealed a consensus view across participants that their hypotheses,
formed from school-based information, influences assessment tool choice. Two
additional but related views indicate that for some, the desire to explore learning
potential is an influence and for others, Tribunal and Education, Health and Care
(EHC) assessment requests influence assessment tool selection. Where learning
potential was expressed as an influence, stated tools frequently used were
standardised.
Conclusion
There is consistency across the profession regarding influences on assessment tool
choice. Using Argyris and Schon (1974) theory it appears that for those who express
learning potential as an influences, espoused theory (reflected in Q sort) is not
congruent with theory-in-use (stated tools frequently used). The results provide
scope for professional development in a generally taken for granted area of
professional practice.
