This article explores teachers’ perceptions of the use of psychometric assessments and particularly focuses on the transferability of psychometric data to inform teaching and learning in the classroom. The authors explore the current legislative framework whereby psychological reports are sought to allocate additional funding to children and young people with special educational needs. Assessment reform has been high on national and international agenda in recent years. In Ireland, there has been a paradigm shift from a linear focus on summative assessment to a dual focus on both summative and formative assessment. This evolving new vision aims to bridge the gap between assessment of learning and assessment for learning. However, this shift in thinking has not fully transcended into Irish legislation and its criteria for supporting children and young people with special educational needs. Psychometric testing, by its nature quantifies one’s cognitive abilities and compares one’s abilities to others of a similar age (percentile rank). This method of assessment continues to be a robust and reliable method of assessing cognitive skills. However, one flaw is its inability to measure one’s potential. The authors address the use of psychological assessment in education and argue that the outcome of such tests effect how teachers perceive the abilities of students with special educational needs. Psychometric assessment in Ireland today, the authors argue, is being exploited to meet the legislative requirements. Assessment should not only be used to assess current abilities but should also be able to support children to reach potential by using assessment for learning. This research article analyses findings of teachers’ perceptions of the use of psychometric assessment in informing teaching and learning for children with special educational needs. Forty teaching staff from both primary and secondary school settings in Ireland participated in the process, which included a questionnaire and facilitated discussion groups. The emerging notion that psychometric assessment carried out in a clinical setting embodies all summative assessment of pupil’s ability is subsequently analysed from an assessment for learning perspective. One of the most significant themes that emerged from the findings is reflective of Smith’s belief that the only justification for assessment is to support children’s learning. The article concludes by discussing the implications of the findings for the professional development of teachers in regard to psychometric testing and its necessary link to the teaching and learning in Irish classrooms. Also, recommendations are made to inform future legislation in Ireland as well as current European policy makers so that it can embody the paradigm shift from assessment of learning to assessment for learning.

Forty teaching staff from both primary and secondary school settings in Ireland participated in the process, which included a questionnaire and facilitated discussion groups. Both qualitative and quantitative methods were used to analyse the data.

One of the most significant themes that emerged from the findings is reflective of Smith’s belief that the only justification for assessment is to support children’s learning. The article concludes by discussing the implications of the findings for the professional development of teachers in regard to psychometric testing and its necessary link to the teaching and learning in Irish classrooms. Also, recommendations are made to inform future legislation in Ireland as well as current European policy makers so that it can embody the paradigm shift from assessment of learning to assessment for learning.