Neveling, Sean2023-03-012023-03-012020https://hdl.handle.net/10539/34714A research report submitted in partial fulfilment of the requirements of the degree of Master of Education in Educational Psychology by coursework to the Faculty of Humanities, School of Human and Community Development, University of the Witwatersrand, Johannesburg, 2020Cognitive assessment measures, which include intelligence tests, can play a vital role in the identification of learning difficulties in children, as well as subsequent interventions to support these children. However, in South Africa, they are often viewed with apprehension and mistrust; understandable given the country’s troubled past and the role of cognitive assessment measures in perpetuating racism and discrimination. In addition, current measures available need to be transformed to make them more applicable and bias-free in this multilingual and multicultural society. Whilst giving preference to the term cognitive assessment measures, rather than cognitive assessments, this study aimed to explore and describe parents’ perceptions of cognitive assessment measures; specifically, the administration of these to children. In addition, it aimed to further explore factors which could potentially shape parents’ perceptions. Given that parental consent is required in the psychological assessment of children’s cognitive functioning, it was deemed important to gain insight into their perceptions and the factors which might make them reluctant to allow their children to undergo these. A survey-based design was used which included both open and closed-ended questions. The self-designed survey was completed by 40 parents of primary school children and revealed several concerns which parents hold towards the cognitive assessment of their children. It was determined that the participants struggled with the cultural applicability of cognitive assessments, as well as their inherent linguistic bias. Participants also felt that assessments did not provide valid cognitive or academic profiles of children and applied harmful labels to them. Parents’ concerns are compounded by a feeling that they are unsupported by schools and practitioners, but they ultimately expect that they would take any course of action if there was a hope that it would be beneficial for their children. Despite the small sample size, this research offers insight into not only parents’ perceptions of cognitive assessments, but also the manner in which practitioners can address some of these concerns to assist parents, and ultimately children who experience difficulties in learning.enThesis