Beyond the Bell curve.

This article focuses on the feedback phase of school-based psychological assessment, known as Assessment Feedback (AFB), examining its current practices, training, and effectiveness among school assessment professionals. A survey of 132 U.S. school psychologists revealed that while most regularly conduct AFB sessions and recognize their importance, many receive limited graduate training and often rely on simplistic feedback methods, such as plotting scores on bell curves, without using structured models or collaborative approaches. The study highlights widespread family dissatisfaction with AFB, particularly among culturally and linguistically diverse groups, and recommends adopting culturally responsive, ethical, and therapeutic assessment practices that actively involve students and families to enhance understanding and outcomes. Limitations include a small sample size and lack of demographic detail, suggesting a need for further research and improved training focused on meaningful, equitable feedback in school assessments.