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View news itemJoint signing of diagnostic reports
If more than one assessor is involved in conducting assessments and producing the diagnostic report, ...
View news itemGuidelines on 4th renewal of APCs issued
SASC has revised guidelines for practitioners who have successfully renewed their APCs over an extended ...
View news itemART-2 is now approved by STEC
The Adult Reading Test, 2nd edition, has been approved by STEC. See further guidance below.
View news itemUPDATE: Reports submitted for APC renewal
Assessment reports submitted in support of APC renewal must have been written in the 18 ...
View news itemSASC Assessor Statement
All practitioners who are signing on their reports that they are abiding by the SASC ...

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  Course Details
Diagnostic Assessment at Secondary Level: Best Practice in Testing and Reporting
Course Level: Intermediate
Course Type: Face to face
In-depth: in-depth
CPD Long Term:
CPD Credit Hours: Hours: 5 Minutes: 0
  Event Address
Ambassadors Hotel
12 Upper Woburn Place
United Kingdom
  Contact Details
Provider: Patoss
Course Manager: Mrs Sheila Rostill
Telephone: 01386 712643
Email: srostill@patoss-dyslexia.org
Website: www.patoss-dyslexia.org
  Event Details
Dates: 01/11/2017 - 01/11/2017
Times: 10:00 - 16:15
No. of Delegates: 50
Delegate Price: GBP 155.00
SASC Ref.: PAT-15502-11117
   Audience Restriction
non members £185
   Course Summary
Using real case studies, this course focuses on best practice in the diagnostic assessment of SpLD/Dyslexia at KS 3/ 4. The course covers how to write accessible, informative reports and analyse profiles in order to form confident conclusions and make appropriate recommendations.
   Course Detail

This course has been designed for those conducting diagnostic assessments with secondary age students who wish to refresh their skills in the assessment of learners at KS3/4.  It will discuss the importance of a well written assessment report as underpinning the first phase of the Graduated Approach. It enables schools to understand the needs of the SpLD learner so that the most effective teaching approaches and interventions can be put in place.

Experienced assessors will guide delegates through the assessment process, from collecting background information to identifying strengths and weaknesses before making the final conclusions and recommendations. The course will focus on tests of attainment to draw out specific problems in reading and writing and the importance of measures of underlying ability and cognitive processing skills in this process. It will explore the interpretation of data and data and qualitative information to help assessors identify the impact of weaknesses on learning and study. Discussions will include the importance of protective and compensatory factors in the analysis of outcomes and leading the individual to understand their strengths and weaknesses. A structured approach to report writing that meets the SASC guidelines for assessment practice (including those relating to DSA assessments) and presenting results in an effective and accessible style to meet a range of audiences will be covered.

Using real case studies, this course focuses on best practice in the diagnostic assessment of Specific Learning Difficulties at KS 3/ 4 and their introduction at the beginning of the training day will enable delegates to apply the principles in context.

   CPD Themes
  • Reviewing principles of psychometrics, statistics, assessment and underlying theory
  • SpLD testing methods, interpretation, report writing, feedback and test materials
  • Assessors
  • Assessment centers
  • Training institutions
  • Specialist teachers and assessors in SpLD (Level 7 or equivalent qualification)
  • Delegates may bring test manuals if they wish for reference but this is not essential.
   Learning Outcomes
  • • Appreciate that a diagnostic assessment at secondary may be more a complex process than at primary level
  • • Understand the importance of thorough background research before assessment, both relating to the student to be assessed and in choosing appropriate test materials.
  • • Be able to analyse and draw conclusions from both qualitative and quantitative data of assessment outcomes and the student’s profile of strengths and weaknesses
  • • Be able to take account of strengths and protective, compensatory factors when forming conclusions
  • • Have extended their knowledge of planning effective and targeted support and intervention to support their students based on the assessment outcomes
  • • Be more competent and confident in writing accurate, accessible reports