Good assessment requires us to test what we think we know

It is easy to start an assessment with a working theory.

Perhaps there are concerns about a parent's insight. Maybe previous records describe them as resistant, inconsistent or difficult to engage. Perhaps another professional has already formed a clear view about what is going on.

Those things matter. But they are not the same as evidence.

A good assessment should not simply collect information that confirms the view we started with. It should test it.

That means being curious about the detail. What actually happened? In what circumstances? What did the parent understand at the time? What might explain a particular response? Has anything changed? And, perhaps most importantly, is there evidence that does not fit the picture we have been given?

This is where professional curiosity becomes more than a phrase. It means being prepared to question our own thinking as well as asking questions of the people we are assessing.

It also matters how we interpret behaviour.

A parent who struggles to communicate clearly may be described as lacking insight. A parent who becomes defensive when discussing difficult events may be described as unwilling to engage. A parent who needs information explained differently may be described as not understanding.

Sometimes those interpretations will be right. Sometimes they will not.

As we explore in When communication needs are mistaken for lack of insight, the way someone communicates can affect the evidence we obtain from an assessment. If we do not account for that, we risk assessing the difficulty in communication rather than the person's actual understanding.

The same principle applies to strengths. A strength is not simply something positive to put into a report. It is evidence that needs to be understood in context. What does the parent do well? When do they do it? What helps? Can that strength be relied upon when things become more difficult?

This is why assessment should involve more than gathering information. It involves weighing it.

Independence is important here. An independent assessment should not be an opportunity to prove that one professional view is right or another is wrong. It should be an opportunity to look at the evidence afresh, listen to different perspectives and reach a conclusion that can be explained.

That conclusion may be positive. It may identify significant concerns. Often, it will contain both.

The important thing is that the conclusion should follow the evidence, rather than the evidence being selected to fit the conclusion.

Good assessment requires us to be curious enough to ask: what if we are wrong?

Good assessment is about more than collecting information. It is about being prepared to question what we think we know, understand the context behind the evidence and remain open to information that may change our view.

That is particularly important when assessing parents whose communication, learning or circumstances may affect how they present during an assessment. Our approach to accessible assessment is about making sure parents have a genuine opportunity to understand, participate and demonstrate what they can do, without lowering the standard of assessment.

You can read more about this in Accessible assessment isn't a lower standard and When communication needs are mistaken for lack of insight.

We also look at the wider principles that underpin our assessment work, including What is an independent assessment?, where we explore what independence means in practice and why balanced, evidence-led assessment matters.

If you have been asked to take part in an independent assessment and would like to understand more about the process, or you are a professional looking for an independent assessment, get in touch with S&G Assessments. We are always happy to have an initial conversation about what is needed.