TIME's products in the area of assessment for both individuals and groups include:
All our below Assessment Tools are designed by researchers in the U.S.A and Arab World. These Tools provide school districts, administrators, teachers, and parents with a full suite of assessment and reporting options that will be linked closely to appropriate interventions.
Standardized Intelligence/Cognitive Tests
Virtual Reading Diagnostic
Rapid Automatized Naming Tests
Oral Reading Fluency Tests
Oral Language Tests
Adaptive Behavior Tests
Standardized Achievement Tests
Professional Aptitude Tests
Word Identification Tests
Reading Comprehension Tests
Problem Solving Tests
Social and Emotional Behavior Tests
Preschool Developmental Scales Tests
A psycho-educational assessment can help you understand the needs of your child/student and can help identify any learning difficulties.
An assessment can give you a better understanding of the problem, as well as specific recommendations for treatment.
Results can also be used to determine eligibility for additional support in school and college.
The first part outlines why the report was written and summarizes the relevant background information.
The second part describes the psychological and educational tests that were used and reports the results of these tests.
The third part draws together the first two parts and summarizes the results, their implications, and provides recommendations to address the educational concerns.
This last section also provides recommendations regarding certain modifications and accommodations to help students succeed in school.
These Screening assessments cater for all school age levels. They assess the ability and attainment level of whole classes and identify children with potential learning difficulties or disabilities and giftedness (i.e. children with special needs). The school will receive a report of the results of the class assessment, identifying those who have special educational needs or who may need further evaluation.
The school identifies those students who need learning support.
The school identifies students who have disabilities or giftedness who may require special services.
The school identifies underachievers.
The results are objective and independent of the teachers’ perceptions.
The school can ‘benchmark’ overall student progress.
The results can inform the setting of goals.
The results could be used to establish the level of resource allocation needed to address special needs.
The overall results can be compared to other schools nationally and internationally.
A psycho-educational assessment is made up of two types of testing: psychological assessment and educational assessment. Psychological testing, in general, measures learning potential, not what has been learned. Educational assessment measures what has been learned in math, reading, spelling, and other academic areas.
A psycho-educational assessment is helpful in examining a number of factors that might influence academic performance. Psychoeducational testing can help to identify the particular learning style of a child, and determine if there is a learning disability, cognitive difficulties, or executive functioning problems which impede the learning process.
A psycho-educational assessment involves a comprehensive evaluation of an individual’s school potential and functioning. This includes the following:
Overall intellectual functioning, including both verbal and non-verbal problem solving.
An examination of a variety of processes involved in learning, such as phonological processing, memory and attention, processing speed, language processing, perceptual-motor processing, visual-spatial processing, executive functions, and rapid automatized naming.
A thorough assessment of academic skills, including reading, spelling, and mathematics.
Identification of any special educational needs (e.g., dyslexia)
The student’s strengths and weaknesses
The student’s level of academic achievement
Recommendations on interventions that can be implemented to address specific problems and promote development.
Results can be used to develop educational plans (IEP’s) for individual students.
Results can be used to provide supporting evidence to apply for reasonable accommodations in certificate exams in school or college level. These accommodations include readers, scribes, spelling and grammar waivers, and/or the use of the appropriate assistive technology.