PSY7081 Theoretical Perspectives on Child and Adolescent Development PSY7081 Assessment Presentation Scenarios And Guidance What This Assignment Task Is
This module is assessed via a 2,000 words Assessment Report, which you will prepare and write for a case study. There are two case studies, and you will choose one.
Case Studies Choose either of the two case studies below to write your report.
Case Study 1 George is a Year 3 pupil at Primary School. In literacy lessons, his teacher has noticed difficulty in reading and spelling. As a result, George tries to avoid all reading- and writing-related activities at school. His teacher was surprised by George’s reading and spelling difficulties because he seems a diligent, imaginative and brilliant pupil. George makes errors when reading irregular words (e.g. he reads /key/ for the word “queue”) but not as many when he reads regular words (e.g., /mat/). His spelling errors follow the same pattern, with most errors being phonologically appropriate. His pseudoword decoding is also below average. George is also generally slower than the average in reading fluency and may need someone to read to him to comprehend a text. The teachers also noticed that in Mathematics, while he is very good in non-verbal tasks (e.g., reasoning) he struggles with the timetable and with problems that he needs to read and solve. All these have created some stress and lack of motivation to engage with lessons. He finds, however, fascinating the Science lessons and he is very focused on experimenting. However, when recently teachers asked George about his feelings, he said that his peers did not like him because he is not as good as they are.
Background Information For Case Study 1
Table 1: Standardised scores in background assessments for George
Name of Test
Standard score 95% CI Underlying Ability Wide Range Intelligence Test (WRIT) General Underlying Ability
120 113-125 Cognitive Processing Test of Memory and Learning 2 (TOMAL 2) Attention and Concentration Index
88 79-96 Phonological Processing Comprehensive Test of Phonological Processing Phonological Awareness Composite
Phonological Memory Composite
Rapid Symbolic Naming Composite
96 88-104 82 70-94 72 66-78 Attainments in Literacy York Assessment of Reading Comprehension (YARC) Reading Accuracy 90 Reading Comprehension 120 Test of Word Reading Efficiency (TOWRE 2) Total Word Reading Efficiency 79 68-88 Helen Arkell Spelling Test 2 (HAST 2) 78 70-80 Writing Detailed Assessment of Speed of Handwriting (DASH) Total
72 62-82 George’s Behaviour Checklist
Work at School
Almost Never Some Times
Frequently Does all the work
X Complains about classwork
X Is organised
X Knows what work needs to be done
X Behaviour at School
Almost Never Some Times
Frequently Happy to get involved with school activities
x Helps classmates x Leads discussions/activities x Is attentive, does not disrupt x Difficulty concentrating x SPECIFIC OBSERVATIONS Almost Never Some Times
Frequently Signs of withdrawal, does not ask for help x Tiredness x Physically Aggressive x Verbally aggressive x Cries, feels helpless x Daydreaming, stares into space x Argumentative, challenges teachers x Steals x Destroys school property x Case Study 2 Nicole is a Year 8 pupil at Secondary school. Since Year 7 she has been placed at ability group/set 6 according to the baseline measures. The school applies different sets to support pupils in a way tailored to their abilities. Set 6 is for children that score the lowest on measures of English and Mathematics, so schoolwork is adjusted.
Nicole has persistent difficulties with comprehension style questions that require more than a straightforward answer (inferential questions). She would often locate the wrong piece of information or not answer the question accurately. Although Nicole improved her arithmetic skills, the reasoning style questions are proven to be challenging. She struggles to identify exactly what the questions are asking and reading the steps she needs to take to complete the question asked is a challenge.
Nicole has low confidence in her abilities and lacks the motivation for learning according to her teachers. She is mostly withdrawn and does not feel she can work with her peers. Lately, she has panic attacks and needs to leave the classroom, sometimes missing all the session on the day. This has affected her confidence and her relationships with her peers.
The psychologist decided to administer measures of self-concept (the Piers-Harris Children’s Self-concept scale 2nd Edition) and coping strategies (the Coping Inventory for Stressful Situations (CISS). Nicole gained an overall standard score of 97 on self-concept, indicating that she has strengths on behavioural adjustment, she does not perceive herself as a troublemaker and she is in general satisfied with herself. She received a below average score in popularity, a low average score on the physical appearance domain, low average range on intellectual and school status and low average in the freedom from anxiety domain.
On the coping strategies measure, Nicole had standard score of 120 for avoidance, 85 for task-oriented and 96 for emotion-oriented coping strategies.
In terms of achievement, several standardised tests have been carried out and you can find the scores in the below Tables.
Name of Test
Standard score 95% CI Underlying Ability Wide Range Intelligence Test (WRIT)
General Underlying Ability
75 68-88 Cognitive Processing Test of Memory and Learning 2 (TOMAL 2) Attention and Concentration Index 70 65-75 Phonological Processing Comprehensive Test of Phonological Processing Phonological Awareness Composite
Phonological Memory Composite
Rapid Symbolic Naming Composite
86 78-92 78 68-82 72 66-78 Attainments in Literacy York Assessment of Reading Comprehension (YARC) Reading Accuracy 88 Reading Comprehension 85 Test of Word Reading Efficiency (TOWRE 2) Total Word Reading Efficiency 79 68-88 Helen Arkell Spelling Test 2 (HAST 2) 55 50-60 Writing Detailed Assessment of Speed of Handwriting (DASH) Total 72 62-82 Report Structure Your report aims to critically discuss the assessment strategy and the intervention plan for the case. It should refer to the role of the Educational Psychologist (LO1), theories and research (LO3), assessment (LO2) and interventions (LO4). In particular and in that order:
Part 1 on Assessment (Indicative word count 1,000 words): Critically explain the assessment strategy drawing on key characteristics associated with the case study provided. In particular, interpret the results of tests and other assessment measures that have been carried out and are given in the background information: Underlying Ability and Literacy Attainment tests Behavioural measures and/or observations While you interpret the assessment scores, critically evaluate and explain the assessments the Educational Psychologist have used in order to identify the needs and suggest if other/additional assessments could be used. Please make clear links to relevant theory/ies (and/or frameworks/models) and research evidence. Please evaluate the assessments for their strengths and weaknesses.
Part 2 on Recommendations for Interventions (indicative word count 1,000 words): What intervention(s) might the Educational Psychologist design and suggest helping meet the needs of the child in the case study? Discuss evidence-based recommendation(s) to the school and explain why you have chosen this/these intervention programmes. The interventions must be specific to the pupil needs, research-based and described in detail. While you describe the interventions, evaluate them for their effectiveness using research evidence. Use psychological theory and research to support your arguments. Briefly discuss the possible psychological barriers and exclusion due to labelling and how the Educational Psychologist can plan to help inclusion. Draft Feedback Deadline: 22/04/2026
Your formative (DRAFT) assessment is to help you prepare for your summative assessment. Your formative assessment provides an opportunity for you to understand the requirements of the assessment and be able to gain and discuss group and individual feedback.
During the module, there will be plenty of chances to gain formative feedback in face-to-face seminar sessions and online during booked “live” tutorials with the lecturer. Formative feedback will also be provided in response to your engagement with tasks and activities in face-to-face and online seminars. These resources combined will allow for successful completion of the assessment.