Consider what informal activities can be conducted to explore visual spatial processing, mathematical language and numerical processing. - 23 Oct 2026: Education Access

Overview

Date(s)

23 Oct 2026 - 23 Oct 2026
Cost

£100.00
Provider

Education Access
Delivery type

Face-to-Face
Course level

Intermediate
Course summary

Bearing in mind the SASC guidelines for the new report format (2025), this face to face course will look at the importance of qualitative data and informal assessments for an SpLD maths/ dyscalculia assessment. Qualitative assessment and observations related to numerical magnitude processing (gathered during the maths attainment tests) can be used to supplement or replace standardised assessments according to the age and stage of the individual. Specifically, this will look at mathematical language, knowledge of magnitude and visual spatial processing.
CPD credit hours

1 hour
Course themes

Reviewing principles of psychometrics, statistics, assessment and underlying theory, SpLD testing methods, interpretation, report writing, feedback and test materials
Audience

Assessors, Support, Assessment centres, Training institutions
Website

https://www.eventbrite.co.uk/e/neurodiversity-conference-at-st-marys-university-twickenham-tickets-1988262671172)
SASC Code

SASC-20260911-1751

Description

The programme is designed to take 1 hour, as part of a wider SpLD conference. It follows the most up-to-date SASC guidelines, using informal assessments in the context of an assessment investigating the possibility of SpLD in maths/ dyscalculia.

The scheme is suitable for everyone with an interest in assessing for maths difficulties, and who are qualified to specifically diagnose dyscalculia as a specific learning difficulty.

Formal tests, scores and range descriptors are needed within an assessment, alongside discussing performance for each test area (strengths and challenges), but alongside this, there is an absolute need for qualitative observations and informal assessments when considering a specific learning difficulty in maths.

This session will focus on the use of informal activities and qualitative observations in a maths assessment, that will provide us with key information to help build a picture of a student’s performance within two core areas: visual spatial processing and numerical cognition, including mathematical language, especially “where standardised assessments are not available for or appropriate to a particular age group.” (SASC, 2025, p. 12).

As a result, there is a focus on 2 core SASC APC criteria

Criteria 9: All areas of assessment discussed are accompanied by relevant qualitative analysis, i.e. observation and evaluation of performance, noting the possible effect on test results of any compensatory strategies that might have been used.

And

Criterion 10: Quantitative and qualitative information across the report is consistent and areas of assessment are linked to provide a clear interpretation and synthesis of all the assessment evidence.

Informal assessments and qualitative observations will cover three areas:

Firstly, the use of number lines, as one powerful non-standardised technique. Jordan et al, cited in (Gilmore, C, 2018, p. 5), state that number line task performance “was the strongest independent predictor” of conceptual understanding in maths. The ability to use number lines as support tools reflects the understanding of the number system.

Secondly, using mathematical language informally will be investigated. SASC guidance tells us “it may be appropriate to include standardised measures and /or qualitative observations and analysis of mastery of mathematics language.” The understanding of mathematics-specific words, which involve understanding of mathematical concepts, such as the meaning of number words and terms such as ‘measure’, ‘multiplication’, ‘equation’, as well as the understanding of linguistic elements that have a mathematical meaning but that do not require precise mathematical knowledge, such as quantitative terms (more, less) or spatial terms (below, under), the latter of which have sometimes been more narrowly defined as mathematical language. Informal activities will be discussed, including the use of visual stimuli and using mathematical terminology from the standardised maths assessments we use in assessments.

Thirdly, informal activities and qualitative observations to investigate visual-spatial processing will be discussed. Visual-spatial skills contribute to mathematical performance at a practical level, e.g. when reading and interpreting graphs, lining up calculations and comparing visual quantities. It will help investigate if mathematical difficulties partly driven by poor spatial processing rather than solely numerical cognition difficulties and if the learner understands numerical concepts, but struggles to organise written mathematics spatially.