Digital Evolution of Assessments: Implications for School Psych and Telepractice

The field of school psychology has experienced many fundamental evolutions since its infancy in the early 1900s.

IArguably, one the most notable of these pivotal shifts may be the transition from the utilization of traditional paper-and-pencil assessments to the utilization of digital assessments for student evaluations. For decades, school psychologists have relied on paper-and-pencil assessments to evaluate students’ cognitive, academic, and social-emotional-behavioral functioning. Continuing alongside widespread technological advances, an increasing number of these assessments have been adapted for digital administration by the assessment publishers. Digital assessments are computerized tools that allow trained school psychologists to administer, score, and interpret tests via an electronic device such as a laptop or tablet.  

Structured interviews and behavior rating scales have been available in digital format for years. Consequently, several assessment publishers have made these digital systems readily accessible. For example, Pearson offers Q Global and Q Local (n.d.), Psychological Assessment Resources (PAR) provides PARiConnect (n.d.), and Multi-Health Systems (MHS) has their Online Assessment Center (n.d.). An even more significant shift toward utilization of digital assessments is exemplified by Pearson’s Q-Interactive (n.d.), which enables the administration of formal, standardized assessments, such as cognitive and academic achievement assessments, via iPads. Importantly, the same norms are utilized for both paper and digital versions, with Pearson's in-house equivalency studies confirming their equality (Daniel, M. H., 2012a, 2012b, 2012c, 2013a, 2013b, 2013c; Daniel & Wahlstrom, 2014). This adaptation underscores the growing importance of digital tools in enhancing assessment practices within the field of school psychology. 

There are several advantages to utilizing digital assessments versus paper assessments. Access to digital assessments via a laptop or tablet device eliminates the need to transport physical assessment kits and manage multiple hard copy materials, thus reducing the risk of misplacing items and allowing for easier portability. Traditional kits typically include many hard copy materials such as examiner manuals, stimulus books, protocols, response booklets, and manipulatives, all of which require careful management and transport between school buildings. This can be particularly challenging when several assessments are needed in a single day. Until the inception of digital assessments, school psychologists could be observed transporting these materials to, from, and within school buildings daily. Moreover, school psychologists are tasked with securely storing and managing student data collected during assessment sessions. Digital assessment platforms streamline these tasks by providing easier storage, organization, and retrieval of student data. This digital approach not only enhances efficiency, but also reduces the risk of data misplacement or loss compared to handling physical documents.

Furthermore, school psychologists often determine it necessary to pivot to an alternate assessment than the one originally selected for administration. For example, if a school psychologist begins administering an assessment and notes that the student examinee is exhibiting difficulty with a specific skill requirement of an assessment task, the school psychologist may determine it best to switch to a different assessment in order to obtain the most accurate results for that particular student. If the school psychologist does not happen to have the alternate assessment on hand, the assessment session may need to be postponed, causing potential delays of the evaluation process. Digital assessment platforms can include a comprehensive library of assessments, enabling school psychologists to quickly pivot to an alternate assessment, if needed, without rescheduling the assessment session. Having access to a variety of digital assessments can allow school psychologists to ensure that each student receives the most appropriate evaluation without unnecessary delays.

There is evidence to suggest that digital assessments can increase efficiency, save time, aid in streamlining the administration and scoring process, and reduce the likelihood of introducing human error of manual calculations (Pade, n.d.) For example, Pearson’s Q-Interactive system scores assessments in real time as they are being administered, thus potentially increasing accuracy and efficiency. A Pearson survey from 2022 highlights the time-saving benefits of Q-Interactive, noting positive responses from school psychologists regarding its efficiency and ease of use (Pearson Education, Inc., 2022).   

Digital assessments can increase engagement for some students. Today’s students, also referred to as “digital natives,” have grown up with technology integrated into their daily lives. Their exposure to technology and level of comfort with digital platforms can make digital assessments seem less intimidating than traditional paper-and-pencil assessments.  When students are less anxious and comfortable with the assessment session, they are more likely to perform to the best of their true abilities.

The transition to digital assessments not only offers many benefits to school psychologists who are onsite at brick-and-mortar schools, but it also plays a significant role in the rise of telepractice as a service delivery model. Telepractice involves delivering psychological services to students via telecommunications technology, which has become increasingly relevant, especially in the wake of the COVID-19 pandemic. Digital assessments facilitate the implementation of telepractice by allowing school psychologists to administer assessments remotely, thereby increasing accessibility for students who may not have access to a trained school psychologist.

The integration of digital assessments within the field of school psychology holds great promise, including implications for telepractice as a viable service delivery model. Additional research is needed to explore the long-term efficacy and reliability of digital assessments and their impact on the field of school psychology as they continue to evolve. Continued research and development, as well as investment in technology and training, are necessary to fully realize the potential of these advancements and ensure that all students receive the support they need to succeed.

Author: Kristen Johnson, Ed.S., NCSP 

References:

Daniel, M. H. (2012a). Equivalence of Q-interactive administered cognitive tasks: WAIS ® –IV. (Q-interactive Technical Report 1). Bloomington, MN: Pearson.

Daniel, M. H. (2012b). Equivalence of Q-interactive administered cognitive tasks: WISC® –IV (Q-interactive Technical Report 2). Bloomington, MN: Pearson.

Daniel, M. H. (2012c). Equivalence of Q-interactive administered cognitive tasks: CVLT® –II and
selected D-KEFS® subtests (Q-interactive Technical Report 3). Bloomington, MN: Pearson.

Daniel, M. H. (2013a). Equivalence of Q-interactive and paper administrations of cognitive tasks:
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Daniel, M. H. (2013b). Equivalence of Q-interactive and paper scoring of academic tasks: Selected
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Daniel, M. H. (2013c). Equivalence of Q-interactive and paper administration of WMS ® -IV cognitive tasks (Q-interactive Technical Report 6). Bloomington, MN: Pearson.

Daniel, M. H., Wahlstrom, D., & Zhou, X. (2014). Equivalence of Q-interactive® and paper
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Multi-Health Systems. (n.d.). Online Assessment Center [Software]. https://www.mhs.com

Pade, H. (n.d.). The evolution of psychological testing: Embarking on the age of digital assessment. In R. Valle & J. Klimo (Eds.), The changing faces of therapy: Innovative perspectives on clinical issues and assessment (Chap. 17).

Pearson. (n.d.). Q Global [Software]. https://www.pearsonassessments.com

Pearson. (n.d.) Q Local [Software]. https://www.pearsonassessments.com 

Pearson. (n.d.) Q Interactive [Software]. https://www.pearsonassessments.com

Pearson Education, Inc. (2022) School psychologists use digital clinical assessments, increasing student engagement: St. Cloud Area School District 742. Pearson Education, Inc. https://www.pearsonassessments.com/campaign/our-customer-success-stories.html 
Psychological Assessment Resources. (n.d.). PARiConnect [Software]. https://www.parinc.com