Helping parents understand the role of cognitive and achievement tests
When we assess children using tests that measure things like cognitive ability (how they think and solve problems) or achievement (what they know and can do in subjects like reading and maths), we often use something called standardised tests. These are not just ordinary tests. They are designed with great care to give us a fair, clear picture of how a child is performing compared to others of the same age.
But what does “standardised” actually mean? And why does it matter?
What is a Standardised Test?
A standardised test is a type of test that has been carefully developed so that:
- Every participant takes it in the same way: with the same instructions, the same questions and the same scoring system.
- The results can be compared with a large group of other people who are the same age as your child (in years and months).
The test is not just about how a child scores in isolation; it shows us how that score compares to other participants.
What is the Process of Standardisation?
Standardisation is a long and detailed process that takes several years. It involves:
- Creating questions that are based on existing knowledge about learning and development.
- Trying those questions out with a very large and carefully chosen group – a representative sample.
- Making sure this representative sample includes people from a wide range of backgrounds: different areas of the nation, different ethnic groups, different family incomes and those with and without special educational needs. Importantly, the backgrounds of the sample must match the general strata of the population. This means the sample must reflect the national picture, so that the test results are meaningful.
- Collecting a lot of data to see which questions work well and which do not. For example, if a question is too easy, it might be changed or removed.
- Analysing the results using statistics to make sure that the scores truly reflect differences in ability or knowledge, and are not influenced by unfair factors.
The test is then ready to be used diagnostically with individuals, indicating whether scores are average, below average or above average for age group.
Your Chance to Help to Develop New Psychological Assessments
We’re excited to announce a new collaboration with Pearson Clinical Assessments, creators of widely-used psychological and educational tests. They’ve invited Potential Plus UK to assist in developing new assessments — and they need your input! Read on to hear from Pearson about how you can play a role in shaping these tools for future use in education and healthcare.
“We are looking for individuals aged 16 to 65 who have high learning potential and have been diagnosed as gifted. We think there might be adults amongst your community who fit this description.
Why We Need Participants
When developing a new test—or updating an existing one—we conduct research in multiple phases. Once the content of an assessment is finalised, we must ensure it is appropriate and accurate for use across the general population. This involves collecting large amounts of data.
We follow a UK Census-based sampling plan to ensure our sample is representative of the diversity across England, Northern Ireland, Scotland and Wales. The data we collect is used to create norms—tables that show how typical individuals of various ages and backgrounds perform on the test.
How Norms Are Used
Clinicians use these norms when interpreting assessment results. By comparing an individual’s scores to these benchmarks, they can identify areas of strength or concern. This helps guide decisions about diagnosis, support or intervention.
Current Projects
We are currently developing norms for two adult assessments: an adult intelligence test and a memory test for adults.
Each test involves tasks such as brain teasers, defining words, memory exercises and problem-solving puzzles. Each of the assessments take approximately 1.5 to 2 hours to complete.
What Participation Involves
-
- Registration: Interested individuals complete a registration form with contact details, demographics (e.g. date of birth, location), and relevant diagnoses (e.g. giftedness or learning difficulties). This information is kept securely and confidentially.
- Selection: Based on our sampling requirements, participants are selected and matched with a qualified examiner in their area.
- Assessment: The examiner—who has undergone extensive training and background checks—will contact the participant to arrange a suitable time and location (e.g. home, library, or school).
- Thank You Gift: Participants receive a voucher as a token of our appreciation (£75 after the first assessment and £125 after the 2nd assessment).
It won’t be possible to obtain scores or results of the assessments, as the project is to develop the norms, but the contribution of participants is vitally important as the data collected will be used to develop norms that will support accurate assessment and diagnosis by psychologists and clinicians for years to come.”
Please contact Pearson if you have questions about their project clinicalresearch@pearson.com/ Project information and form
Assessments at Potential Plus UK
We use a number of these rigorously researched, tried, tested and internationally recognised tests within our assessments here at Potential Plus UK. When we assess your child using these kinds of tests, we are not just looking at a score. We are using a tool that has been carefully built to help us to understand your child. It helps us spot areas of strength and areas where they might need more support. One parent described their experience of a Potential Plus UK assessment, offering a powerful example of how standardised tests—when clearly explained and well-supported—can provide long-lasting value:
“The style of the report was informative and accessible. All the results were easy to find and I liked that the assessor had explained all the results, the tests and also the scoring/ interpretation. This information is so valuable to interpret results. I was not familiar with all the tests, but… there was plenty of information to explain the tests and also the results. But it was transparent, so I could research the tests further if I wanted to.
The amount of thought and resources were way beyond what I was expecting. I had so many questions as I was reading the report… But I didn’t need to ask the assessor these, because there was a section in the report which provided advice and resources for “what to do” in each of the relevant areas… There is enough in the report that will keep us occupied for years to come.
The service was excellent and incredible value for money. I have recommended the service to other professionals and parents.”
Standardised tests are just one part of the bigger picture in our assessments. As the parent above attests we pride ourselves in our approach of combining them with other crucial and revealing information, such as observations of the child and reports from parents and teachers. But standardised tests give us a really strong foundation to inform fair and accurate decision making. We’re proud to be supporting Pearson’s important, ongoing research—and especially honoured that they have invited our community to contribute. This is a unique opportunity for our members to help shape the future of educational assessments, we encourage you to take part—your insights could make a real difference.
