What is a psychodidactic assessment?
A psychodidactic assessment is an evaluation process that combines psychological and didactic testing. It aims to find out why there is a gap between the person’s ability and their performance in learning, and to identify a learning disability, attention difficulty or emotional factors that affect learning.
Signs worth paying attention to
If you notice signs like these, it’s worth considering a psychodidactic assessment.
- Persistent difficulty with reading, writing or spelling
- A gap between effort in studies and grades
- Slow working pace and difficulty finishing exams on time
- Difficulty with maths and working memory
- Avoiding schoolwork and procrastination
- Falling motivation and self-confidence in studies
- Difficulty concentrating for long periods in class or on homework
- Forgetting instructions and assignments
- Poor organisation and time management
- Fatigue and difficulty persisting with long tasks
- Frustration, exam anxiety or refusal to go to school
- An ongoing feeling of “I’m not smart enough”
How is a psychodidactic assessment carried out?
The assessment combines two complementary parts:
A psychodidactic assessment is not just a “label”. It is an accurate map of strengths and difficulties, and the basis for receiving exam accommodations. In Israel, an assessment carried out by a certified assessor is the condition for receiving accommodations in Ministry of Education matriculation exams, as well as in higher education exams and the psychometric entrance exam.
- A personal interview and a review of developmental and educational background
- A cognitive assessment using a standardised intelligence test
- Didactic testing of reading, writing, reading comprehension and maths
- An assessment of attention, concentration and working memory
- Questionnaires for parents and educational staff
- A detailed assessment report with recommendations and accommodations
- A feedback meeting to review the findings and explain next steps
The process also provides practical recommendations for educational staff and parents: how to study, which strategies are suitable and where additional support is needed. For many students, understanding that the difficulty doesn’t stem from lack of effort or low ability brings significant emotional relief and changes their attitude to learning.
Accommodations and rights following the assessment
What the assessment makes possible
An assessment is recommended when there is a persistent gap between effort and results. For high-school students it’s important to carry it out as early as possible before the matriculation period, so the accommodations take effect in time. Adults also come for assessment — for university studies, professional courses or self-understanding.