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  Course Details
What Makes an Effective Primary Assessment?
Course Level: Intermediate
Course Type: Distance
In-depth:
CPD Long Term:
CPD Credit Hours: Hours: 2 Minutes: 30
  Event Address

Telephone:
Fax:
  Contact Details
Provider: Patoss
Course Manager: Mrs Sheila Rostill
Telephone: 0330 135 7030
Email: srostill@patoss-dyslexia.org
Fax:
Website: www.patoss-dyslexia.org
  Event Details
Dates: 14/07/2020 - 14/07/2021
Times: N/A - N/A
No. of Delegates: Unlimited
Delegate Price: GBP 75.00
SASC Ref.: PAT-15853-140720 OL
   Audience Restriction
Members £75, non-members £87
   Course Summary
Effective early primary assessments for Dyslexia/ Specific Learning Difficulties is essential to help to comply with the Code of Practice to enable support for the learner. This course will lay out what makes an effective assessment for the primary phase.
   Course Detail

Through the use of case studies, the course will outline the important elements of an effective primary age assessment which complies with the SASC guidelines.

 The course will cover all aspects of what makes an effective assessment from the importance of questionnaires and observation to the layout of the report. The course will also include interpretations of findings from recommended standardised assessment tools which can build both the psychrometric evidence and diagnostic evidence needed to conduct an effective assessment for the primary aged learners.

The impact of the learner's oral language development will also be considered on the course
   CPD Themes
  • Reviewing principles of psychometrics, statistics, assessment and underlying theory
  • SpLD testing methods, interpretation, report writing, feedback and test materials
   Audience
  • Assessors
  • Support
  • Training institutions
   Pre-requisites
  • the participants should be qualified assessors with a level seven qualification
  • The participants should be assessing learners from the primary phase of education.
   Learning Outcomes
  • SASC guidelines for report writing
  • • Interpretation of findings from diagnostic and standardised assessment in a relevant way to fit the primary phase of education