Understanding Cognitive Assessments and Their Usefulness

Parents may ask themselves why cognitive assessments are necessary or even useful. The short answer is that such assessments provide a detailed profile of a child’s learning needs and potential. Cognitive assessments have many benefits, including the ability to identify a child’s strengths and weaknesses in learning, for determining the existence of a learning disability, or for identifying giftedness. Combined, the knowledge acquired is beneficial to student performance because assessment findings can be used to individually target instruction in a manner that optimizes a child’s potential and offers support in areas where weaknesses may be present.

With this in mind, readers may then ask themselves, “What precisely does a cognitive assessments measure?” Historically, the focus of cognitive assessments had been mainly on the overall cognitive ability of an individual (e.g., General Intellectual Ability [GIA] or Full Scale Intelligence Quotient [FSIQ]). However, as more research has been collected, we now know that better information can be obtained by looking at the cognitive constructs that make up a person’s overall cognitive ability. In general, cognitive assessments measure a person’s ability in seven core areas through the use of various types of tests. To provide readers a better understanding of what a cognitive assessment is and what it does, we will examine each area in turn.

Fluid Reasoning

First, a cognitive assessment will measure Fluid Reasoning. Fluid Reasoning is a person’s ability to solve unfamiliar problems using the knowledge they already possess. Individuals that have weak fluid reasoning capacity may have difficulty recalling information or experience problems with learning or retrieving previously learned knowledge. Naturally, such issues can undermine academic performance. Cognitive assessments usually measure this capacity using nonverbal tests that require inductive reasoning and spatial visualization. Most of these tests require the use of abstract rules and patterns.

Short-Term Working Memory

Third, cognitive assessments measure Short-Term Working Memory. Short-Term Memory is the ability to receive and retain new information and then use it within a short period of time. An example of short-term memory is the ability to remember a phone number long enough to dial it. Indicators of weakness in this area include difficulty in remembering instructions or information just presented. These individuals may likewise be easily overwhelmed by complex tasks. Such limitations have clear implications in the classroom.

Cognitive Processing Speed

Fifth, Cognitive Processing Speed is measured on cognitive assessments. Processing Speed is the ability to automatically perform cognitive tasks, especially where concentration needs to be maintained under pressure. Indicators of weak cognitive processing speed include slow performance on easy tasks or a need for extra time to respond to a question. Students with slow processing speeds may need accommodations such as extra time to complete tasks or shorter assignments. Processing speed is often measured on cognitive assessments through tests such as a letter- or number-pattern matching.

Visual Processing

Finally, cognitive assessments measure Visual Processing. Visual Processing is the ability to observe and work with patterns. Indicators of weak visual processing include poor orientation; misperception of objects in a given space, and problems remembering material that has been presented visually presented material. The implications can be as subtle as a child easily losing their place on a page when reading or having a hard time copying text or taking notes in class. This capacity is often measured in cognitive assessments through tests of visualization or picture identification.