Psychological assessment feedback: structure, note and example

Psychological assessment feedback is the meeting in which the psychologist explains to the person assessed, or to their parents if they are a minor, what the assessment showed, what it means in practice and what is recommended. It usually comes with a written report.

This page gives you two tools. First, a structure to prepare the meeting, following the order in which results are presented. Second, a feedback note, written just afterwards, which records what was said, understood and agreed. It is for psychologists who carry out cognitive, personality or full assessments, in private practice or in institutions.

What feedback is for

An assessment is only useful if it is understood. Scores and indices speak to psychologists, rarely to families. Feedback turns results into answers to concrete questions. Why does my child take so long over homework? Why do I lose track in meetings? What can we do?

It also lets you check what the person understood, correct misunderstandings and hear their reactions, which sometimes shed light on the results. Finally, it prepares what comes next (adjustments, therapy, follow-up, further assessment).

When to schedule it

Once tests are scored and interpreted and the report, or at least its conclusions, is written. Set aside dedicated time, often 45 minutes to an hour. For a child, many practitioners first see the parents alone, then the child with them for feedback suited to their age.

The ethical and legal frame

The points below describe the French framework. In Belgium and Switzerland, refer to the rules of your own country.

Clear, tailored conclusions

The French code of ethics for psychologists (2021 version) asks psychologists to present their conclusions clearly and in a way suited to the person concerned (article 15). This is the basis of feedback. Unexplained technical language does not meet this standard.

Information and consent

Before the assessment, the psychologist explains the aims, methods and limits of the work (article 9). Feedback is the time to restate those limits, saying what the assessment allows you to conclude and what it does not. For a minor, the code (article 11) asks psychologists to seek the child's agreement as far as possible and the authorisation of the legal representatives. The child is therefore also entitled to an explanation suited to their age.

Sharing with a third party

When conclusions are passed to a third party (school, doctor, speech therapist, disability services), article 15 requires the person's assent or at least prior information, and limits psychological content to what is necessary. Feedback is the right moment to discuss this. Record what was agreed in the note.

The written report

Article 18 of the code sets out what any written document from a psychologist must include. It is dated and states the author's identity, title, registration number, professional contact details, signature, the recipient and the purpose. Only the author may change or cancel it.

Who can read the file

For health information held by a health facility or health professional, access is governed by article L1111-7 of the French public health code and, for a minor, exercised by the holders of parental authority. In private practice, the person has at least the right of access to their data under the GDPR. Test records and the feedback note may therefore be requested. Write them accordingly.

The structure, section by section

The sections follow the order of the meeting. Prepare them on one page, then complete the feedback note straight afterwards.

1. The original request

Who asked for the assessment, why and with what question. Starting here shows the assessment answers their concern. Restate the question in their words.

2. What was done

Number of meetings, tests used named simply ("a test of reasoning and memory"), interviews and information gathered elsewhere (questionnaires, school reports, other professionals' reports).

3. Strengths

What works well, with concrete examples. Starting with strengths helps the person hear the rest.

4. Difficulties observed

What is more fragile, explained through its effects in daily life. Avoid raw numbers without explanation. If you give a score, say what it means and how to place it.

5. Answer to the question

What the assessment allows you to conclude, with the right degree of certainty. If a diagnosis belongs to another professional, say so. If the assessment is inconclusive, explain why and what would help go further.

6. Recommendations

Concrete steps, in order of priority, for home, school or work, and any referrals. Three clear recommendations are better than ten vague ones.

7. Questions and reactions

Leave time. Record questions asked, surprises, disagreements and what the person takes away.

8. The report and who receives it

Handing over the written report, who it may be shared with, with what agreement, and whether a shorter version would help the school.

9. Next steps

Any further appointment, referral, recommended reassessment and timing.

Example feedback note

Feedback on the assessment of Inès, 8, Year 4. Fictional patient. One-hour meeting with both parents, then twenty minutes with Inès and her parents.

Original request. Assessment requested by the parents on the teacher's advice. Question asked "Inès understands in class but never finishes her exercises, is it an attention problem?".

What was done. Three meetings. Intelligence scale for children, attention tests, interview with Inès, questionnaires completed by the parents and the teacher, review of school reports.

Strengths presented. Good verbal reasoning and comprehension. Inès explains clearly how she solves a problem. Strong perseverance.

Difficulties presented. Processing speed clearly lower than her other abilities. Inès is accurate but slow on written, repetitive tasks. Attention broadly adequate in calm conditions, more fragile when the task goes on.

Answer to the question. The profile does not show an attention disorder at this stage. It shows slow execution, which explains the unfinished exercises. An assessment by a psychomotor therapist is advised to look at handwriting. Any diagnosis is for a doctor to make.

Recommendations. Reduce the amount of written work rather than its level. Allow extra time in tests. Psychomotor assessment.

Questions and reactions. The father feared that "slow" meant "behind". Explained the difference between speed and understanding. The mother recognises Inès in the description of homework. Inès takes away "my brain understands fast but my hand goes slowly".

Report and sharing. Report given to both parents. Agreement to send a summary to the teacher and the full report to the GP.

Next steps. Parents to discuss it with the GP. Reassessment offered in a year if difficulties persist.

Common mistakes

• Starting with scores instead of the original question.
• Using technical language without explaining it.
• Presenting a result as certain when the assessment does not allow that conclusion.
• Making a diagnosis that belongs to another professional.
• Handing over a report that says something different from what was said in the meeting.
• Forgetting the child, who is also entitled to an explanation suited to their age.
• Not recording the agreement obtained before sending the report to the school or the doctor.

Save time with Delta

Delta is the clinical assistant for mental health and allied health professionals. During the feedback meeting, Delta transcribes what is said. You can also dictate your observations after the session and add written notes. Delta then generates the session report (short summary, detailed summary, topics for the next session) and updates the patient record. It also drafts assessment reports and letters, tailored to your profession. Data is hosted in France with an HDS-certified provider, the patient's name and identifying details are pseudonymised before the AI, no audio file is kept and data is never used to train a model. Discover Delta.

Further reading

• Child and adolescent session note template
• Psychologist letter to a GP, template
• ChatGPT for psychologists
• All clinical document templates

Sources

• French code of ethics for psychologists, 2021 version
• Service-public.gouv.fr, access to medical records
• CNIL (French data protection authority), the right of access