Teaching · Related Services

The score, and how
the student got there.

A score says what the student did; the observations say how, and whether the score is a fair estimate. Note the session’s length and breaks, the conditions that can affect results, eight behaviors rated against what is typical for the age and examples in plain words. The form flags what the report needs to explain.

Start a session recordWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Related Services toolkit, $99 for 96 items.

Testing sessions

The worked example is made up: a 95-minute session where the student had slept about five hours and effort and attention fell after the first break, judged valid with a caution, and a typical session by a supervised intern. Records save on this device only and use student codes.

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What you get

Teaching · Related Services$12 · included with Classroom and Whole-school licenses

What you finish with
A record per testing session with student code, date, battery, examiner, times and breaks; six conditions marked met or not; eight behaviors rated typical, mild, noticeable or a serious concern; examples; the validity judgment and its reason; session length and behaviors of concern; flags for effort or attention concerns, a long session with few breaks, a caution that needs explaining and concerns judged fully valid without a reason.
Who it is for
School psychologists, educational diagnosticians, neuropsychologists, speech-language pathologists and supervised interns giving standardized tests.
Format
Browser form with a saved record per session. Prints a session for the protocol file, every session as a table or a blank observation form to use during testing; downloads a spreadsheet (.csv); exports and imports a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Related Services toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Related Services space in Caveat Teaching.
Support
Questions about access, an order or a correction: team@caveatacademic.com.

How to use it

  1. Fill in the session and conditions before you begin.
  2. Jot examples as you test, on the blank paper form if easier.
  3. Rate the eight behaviors right after the session.
  4. Make the validity judgment and write why.
  5. Carry the flagged points into the report, beside the scores they affect.

Start a session record

Reading a score fairly

What a score can and cannot carryThe scoreWhat the student did on these items, today, underthese conditionsBehavior observedHow they did it: effort, attention, frustration,strategiesConditionsSleep, health, language, aids, the roomValidity statementThe examiner’s judgment of whether the score is afair estimateWhat a score can and cannot carryThe scoreWhat the student did on these items,today, under these conditionsBehavior observedHow they did it: effort, attention,frustration, strategiesConditionsSleep, health, language, aids, theroomValidity statementThe examiner’s judgment of whetherthe score is a fair estimate
Testing standards ask examiners to report anything that may have affected a result, beside the result.

Evidence, not a label

Behavior during testing is one source among many: it does not diagnose anything, and a single session shows one morning. It tells the team how much weight a score can carry and what to look at next, such as attention in class or sleep at home.

No norms here

The four-point ratings are the examiner’s structured judgment, not a standardized scale with norms. Do not turn them into scores or percentiles. If you use a normed behavior rating during testing, record it with its own manual.

Sources

  1. American Educational Research Association, American Psychological Association and National Council on Measurement in Education (2014). Standards for Educational and Psychological Testing: testing conditions and reporting.
  2. Individuals with Disabilities Education Act, 34 CFR 300.304(c): assessments valid and reliable, given by trained personnel following the producer’s instructions.
  3. Sattler, J. M. (2018). Assessment of Children: Cognitive Foundations and Applications (6th ed.): behavioral observation during testing.
  4. National Association of School Psychologists. Principles for Professional Ethics (2020): fair, valid assessment and reporting (nasponline.org).

The worked example is made up. These observations are evidence for a team, not a diagnosis or a score. Nothing you type is sent to Caveat. Support: team@caveatacademic.com.