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  Course Details
Psychometric assessment and statistics in context: An advanced refresher course for practitioners
Course Level: Advanced
Course Type: Face to face
In-depth:
CPD Long Term:
CPD Credit Hours: Hours: 5 Minutes: 0
  Event Address
London
London
W3
United Kingdom
Telephone:
Fax:
  Contact Details
Provider: BDA
Course Manager: Ms Lynette Robertson
Telephone:
Email: training@bdadyslexia.org.uk
Fax:
Website: www.bdadyslexia.org.uk/educator/bda-s
  Event Details
Dates: 24/09/2019 - 24/09/2019
Times: 09:45 - 16:30
No. of Delegates: 25
Delegate Price: GBP 150.00
SASC Ref.: BDA-15717-240929
   Audience Restriction
£130.00 for B.D.A. Professional Members PLEASE NOTE THAT THE DATE FOR THIS EVENT HAS MOVED TO 03 DECEMBER 2019
   Course Summary
the course aims to develop competence and increase confidence in the selection and application of psychometric tests, statistical analyses, interpretation and communication of results within the constraints of the dynamic educational setting.
   Course Detail


Outline: The course will:

1. Place the competent scientific assessor within the context of constraints imposed by regulations and guidelines, legislation, ethics, tests, expectations and resources in the dynamic educational setting.

2. Review fundamental statistical terms and principles.

3. Address constraints by developing competence and confidence in the application and interpretation of further statistical analyses and practicalities of assessment.

4. Revisse the importance of using observation and judgement in diagnostic assessment.

5. Place assessment in context of best practice in relation to legislation and professional guidelines.



Since the last accreditation with SASC, the course has been regularly updated so that it remains up to date, factually correct and meets the high professional and ethical standards demanded by SASC. It retains its core focus on developing competence in the selection and application of psychometric tests, statistical analyses and interpretation of results, within the constraints of the dynamic educational setting, and increasing participants' confidence in handling the numerical aspects of assessment testing. 


The following aims have been added:

1.    To revise the importance of using observation and judgement in diagnostic assessment. 

2.    To place assessment in context of best practice in relation to legislation and professional guidelines.

To fulfil these aims the course includes:

·     Expanded discussion of the importance of both quantitative and qualitative data and their different qualities

·     More detailed discussion of psychometric assessment in context and the Frith and Morton 1997 model leading to how we can facilitate observation of the learner in an assessment

·     Discussion of ‘Dyslexia or not?' 

·     Outline of report format and appropriate style following SASC guidelines

·     The SASC Guidelines in SpLD and Visual Difficulties as presented by the Working Group of Gilchrist, Holden and Warren in June 2018

·     Information on professional practice: ethical, legal and regulatory: wellbeing of the testee, GDPR guidelines from May 2018, how to remain updated as an assessor.






Learning outcomes:

By the end of the course the delegates will have:

1.     Renewed knowledge of the role of the assessor within the constraints of a dynamic educational context.

2.     Knowledge of established and revised principles of psychometrics, statistics, assessment and theory in relation to current legislation and guidelines.

3.     The ability to analyse and report data for revised guidelines, including data for "supporting evidence".

4.     The ability to critically evaluate and select tests with regard to the constraints of revised guidelines, legislation, maintenance of BPS standards, test quality assurance, expectations and resources.


Since the last accreditation, the course has the following learning outcome:

1.    The ability to convert scores to a common scale, calculate confidence intervals and evaluate differences between test scores. To achieve these there is:

·     more discussion of: Classical Test Theory and the use of the curve of normal distribution and z-p tables to define percentiles and probability, use of composite scores, what is meant by significance and prevalence – whether test manuals provide sufficient data to confirm statistical significance between scores and prevalence, and how this information fits into the whole picture of the person being assessed. There is greater focus on calculating confidence intervals from SEm for both standard scores and scale scores and calculating critical values for differences between scores.

The course leader regularly checks the SASC website for any updates to notify delegates before each course.

 

 

 

 

 

 

 

   CPD Themes
  • Reviewing principles of psychometrics, statistics, assessment and underlying theory
   Audience
  • Assessors
   Pre-requisites
  • Delegates should be either in possession of a current APC or be in process of renewing it.
   Learning Outcomes
  • Learning outcomes: By the end of the course the delegates will have: 1. Renewed knowledge of the role of the assessor within the constraints of a dynamic educational context. 2. Knowledge of established and revised principles of psychometrics, statistics, assessment and theory in relation to current legislation and guidelines. 3. The ability to analyse and report data for revised guidelines, including data for “supporting evidence”. 4. The ability to critically evaluate and select tests with regard to the constraints of revised guidelines, legislation, maintenance of BPS standards, test quality assurance, expectations and resources. 5. The ability to convert scores to a common scale, calculate confidence intervals and evaluate differences between test scores.