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This is an update of a position paper launched in 2005 by the Association of Scottish Principal Educational Psychologists, the British Psychological Society Scottish Division of Educational Psychology and the educational psychology training programmes in Scotland regarding practice in educational psychology assessment.
Since 2005, there have been a number of important developments in the Scottish educational context. These include significant legislative and policy advances and also developments in professional knowledge through the impact of research and through the impact of research and theory development through the impact of research and theory development.
This revised (2014) paper is designed to support educational psychologists to maintain the highest standards of professional practice in assessment and to provide transparency and accountability for families and other partner agencies with whom educational psychologists work.
- National and legislative context
- Features of educational psychology assessment
- Assessment practice principles