Feedback and Body Language

Do’s and Don’ts of Testing

DO…

🗹   Give feedback on rule checks (facial expression and body language)

“That’s right!” or “Good job”

🗹   Point to boxes whenever the rules say “here”

🗹   Refer to test cards only by their relevant label during test trials

“That’s a green one…” or “That’s a pig”

🗹   Look just above the tablet screen while awaiting a response. This avoids giving unintentional nonverbal help.

 

DON’T…

   Give feedback on test trials

 Repeat the rule. If the child asks where a card goes, label it only by the relevant dimension, see above.

   Give the child the answerAgain, if asked where a card goes, repeat only the relevant dimension.

   Allow the child to flip the card

 

Feedback

You may give encouraging feedback (e.g., “You’re working hard!”, “That’s right!”, “Great work!”) on rule checks or between levels only. It is very important not to give feedback during test trials

In the illustration below GREEN represents where it is appropriate to give feedback, and RED represents where it is NOT appropriate. The numbers in the circles signify which level is being attempted.

Body Language

Although an Examiner may be giving appropriate verbal feedback without cues as to the accuracy of a child’s response, it is important to make sure that nonverbal cues such as facial expression and body language remain neutral.

Often, children will look to the Examiner for clues in facial expression or directly ask where the card belongs. It is important to maintain a neutral facial expression and not give any indication of the answer. Additionally, sometimes a child will drag the image to a box and not let go, but instead look up at the Examiner for direction. In this case, the Examiner should say, “Are you ready for the next one?” and wait until the child has made a choice.

Children might also release the card and then tell the Examiner that it really should be in the other box, perhaps realizing they made a mistake. The Examiner should simply say, “Let’s do another.”

If the child asks, the Examiner cannot give any direction except to re-state the relevant label (e.g. “That’s a blue one”). Once the rule has been stated and the image has appeared, the rule may not be repeated, just the label.

The Examiner should avoid nodding – even in response to an unrelated question or as general encouragement. In addition, the Examiner should look just above the tablet any time he/she is waiting for a response to avoid indicating a possible correct answer.

Intonation

It is also important that similar intonation and body posture is maintained between trials. In other words, the statement, “Play the shape game” should sound identical to the statement, “Play the color game” in both pitch and cadence. Listen for this in the video below:

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