Recommended assessment cadence
Reflection Sciences recommends that all students be assessed twice during the school year — typically at the beginning and end of the year. This two-point approach allows educators and program leaders to measure growth, evaluate the impact of instruction, and identify children who may need additional support.
A mid-year assessment is also valuable for monitoring progress, particularly for children who may benefit from more targeted EF support. Mid-year data can help teachers determine whether current strategies are working and whether support levels should be increased or adjusted.
Reassessment by score category
Children's reassessment needs vary based on their MEFS results:
Score Category | Reassessment Guidance |
Exceeds | Typically does not require additional assessment beyond the standard two-point cycle |
Meets High | Typically does not require additional assessment beyond the standard two-point cycle |
Meets | Typically does not require additional assessment beyond the standard two-point cycle |
Meets Low | Consider for EF intervention; reassess more frequently to monitor growth |
Approaching | Prioritize for EF intervention; reassess more frequently to monitor growth |
Children scoring in the Meets Low or Approaching categories should be considered for executive function intervention. More frequent assessment of these students helps educators track progress and determine whether intervention intensity should be increased or reduced.
When more frequent assessment may be needed
Some children may require assessment more often than the standard two-point cycle (or even three-point cycle), including students who are:
Receiving services through a Multi-Tiered System of Supports (MTSS) intervention model
Part of special education progress monitoring
Showing significant changes in behavior, learning, or classroom engagement that warrant closer monitoring
A note on practice effects
Educators sometimes wonder whether taking the MEFS multiple times affects results. The MEFS includes multiple versions of the assessment, which makes a practice effect unlikely. Reassessment data can be trusted to reflect genuine changes in a child's executive function skills.
Follow your program's assessment plan
Your school or program may have its own defined assessment schedule and guidelines. Educators should always follow their program's established assessment plan when one is in place. The guidance above is intended to support programs that are developing or refining their approach.
MEFS Accommodations
Children who have learning and/or physical challenges may need accommodations to demonstrate their true EF skills on the MEFS. Click here to view the Help Center article on test accommodations.
Questions?
If you have questions about reassessment frequency or interpreting MEFS results, please reach out to your implementation leader or contact the Reflection Sciences support team through the Help Center.