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View news itemRemote Assessment Guidance March 2021-Apr update
SASC has produced new guidance on remote diagnostic assessments and evaluations of need.
View news itemFAQs relating to remote assessment guidance
Frequently asked questions received on remote assessment posted April 2021.
View news itemWJIV Cognitive Abilities tests approved
Woodcock Johnson IV Tests of Cognitive Abilities approved for Pre and Post-16 assessments.
View news itemEvaluations of Need Extension Date
Evaluations of Need period of Acceptance Extended to 31 March 2021
View news itemSASC issues update re face-to-face assessments
As there is a gradual easing of lockdown restrictions some face-to-face assessments will become possible. ...

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  Course Details
Looking Beyond the Scores - Assessment of HE and Adults Webinar
Course Level: Intermediate
Course Type: Distance
CPD Long Term:
CPD Credit Hours: Hours: 5 Minutes: 0
  Event Address

  Contact Details
Provider: Patoss
Course Manager: Mrs Sheila Rostill
Telephone: 0330 135 7030
Email: srostill@patoss-dyslexia.org
Website: www.patoss-dyslexia.org
  Event Details
Dates: 10/06/2020 - 10/06/2021
Times: N/A - N/A
No. of Delegates: Unlimited
Delegate Price: GBP 150.00
SASC Ref.: PAT-15847-100620-OL
   Audience Restriction
£150 for members and £175 for non-members
   Course Summary
The course explores in depth the impact that qualitative information can have on diagnostic decisions when assessing adults. Areas that will be considered include; background information; observation of behaviours and strategies; analysis of responses; test design; and the effects of education and experience on cognitive processes, “intelligence” and language knowledge.
   Course Detail
When assessing adults, qualitative analysis of test results becomes extremely important because of the range of factors which can potentially mask or exaggerate the extent of an individual's difficulties. The course will explore how assessors can identify and make use of vital "clues" to develop a deeper understanding of an individual's profile. It will include a review of research on factors such as the Flynn Effect, Matthew Effect, rapid naming, and average working memory and consider how analysis of responses and behaviours in intelligence tests (with particular reference to WRIT) and cognitive processing tests can sometimes provide a very different picture from that being presented by the scores. It will also take an in depth look at how test design can affect outcomes in reading and writing tests, and how this can sometimes explain apparent contradictions between test scores and the individual's own report of difficulties.  The day will aim to develop assessor's skills in identifying and analysing qualitative clues, to enable them to be more confident in making and reporting their diagnoses.

  1. A review of research on the Flynn Effect, Matthew Effect and average working memory.  This will be followed by detailed examination of a range of typical response and error patterns in WRIT, digit span tests, rapid naming tests and symbol/digit modalities - what do these patterns reveal about an individual, what do they reveal about the tests used, and how do they link to strengths and weaknesses in everyday tasks?
  2. Exploration of the role that background information, observation, and error analysis can play in making a diagnosis. This will be done by considering 3 profiles, each with the same set of borderline scores, but with very different background information, patterns of error and behavioural/attitudinal responses. We will evaluate how this qualitative information might influence decisions about whether the individual has underlying cognitive weaknesses and/or difficulties with literacy skills.
  3. What is meant by "reading speed", "reading comprehension" and "writing speed." Estimates of reading and writing speeds vary enormously, and apparently similar tests may be measuring very different aspects of reading or writing. This can affect scores and diagnostic decisions (particularly in relation to adults in HE). Delegates will be provided with extracts from commonly used reading and writing tests and we will jointly  consider how the test designs can affect an individual's performance.
   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
  • Delegates are expected to hold a relevant qualification in the diagnostic assessment of SpLD. [Level 7 or equivalent qualification])
  • Delegates should be assessors working in HE and with Adults
   Learning Outcomes
  • Understanding of some evolutionary changes and constants in human intelligence and cognitive processing.
  • Enhanced knowledge of qualitative factors that affect test outcomes and how these can be analysed to provide a better understanding of the individual’s profile
  • Deeper understanding of the impact of test design upon outcomes