An international school SENCO in Munich runs exam and classroom access for students who mostly carry German or another home language alongside English. The local route works against them: a psychoeducational report in German, normed against a German-speaking population and built for the German system,...
Global Education Testing brings Zeist a full ADHD battery in English from an HCPC-registered psychologist: SNAP-IV-26, Conners, Executive Skills and the MOXO CPT for attention, the WISC-V or WAIS-V baseline, CTOPP-2 for reading, the Taylor Complex Figure for planning and visual memory, the DISCO for...
If an international school student in Da Nang is struggling with maths and no one yet knows why, the assessment is built to identify it, whatever it turns out to be. If it is dyscalculia, it is diagnosed against DSM-5-TR and ICD-11 and the report...
Its core feature is a weakness in phonological processing: the ability to recognise, retain and manipulate the speech sounds that make up words and to map those sounds efficiently onto written language. Fluent reading depends on this process becoming rapid and automatic. In dyslexia, that...
In Brussels, a local assessment is delivered in French or Dutch, normed against a French or Dutch-speaking population, and structured for the Belgian system rather than an examination board. For a student taught and examined in English, that is the wrong language and the wrong...
In Haiphong, English-language educational psychology is effectively unavailable outside the international schools themselves, the local market thinner than anywhere else in Vietnam. A local assessment runs in Vietnamese, normed against a Vietnamese-speaking population, and cannot make the call that matters most: separating a genuine learning...
Kuala Lumpur has more English-language provision than most of the region, which shifts the problem an international school SENCO faces from finding an assessment to trusting it. A psychoeducational report here might come in English or in Malay, from a practitioner working to any of...
Buenos Aires gives an international school SENCO a large bilingual-school market and still the same obstacle: a local psychoeducational report comes in Spanish, normed against a Spanish-speaking population and built for the Argentine system, no good to Cambridge, the IB or the College Board until...
Wuhan rarely has English-language psychoeducational provision outside the international schools themselves, so a SENCO's local options come back in Mandarin, normed against a Mandarin-speaking population and built for the Chinese state curriculum, useless to lodge with Cambridge, the IB or the College Board until translated...
As a private provider, Global Education Testing Riyadh is entirely independent. We are not connected to any school, or any government body, and nothing from the assessment reaches them unless you decide it should. The report is yours and only you choose who sees it....