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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
Assessing Learners (Secondary & Post-16) with EAL and/or Complex Linguistic Backgrounds Webinar: SASC Authorised
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: 06/10/2020 - 06/10/2021
Times: N/A - N/A
No. of Delegates: Unlimited
Delegate Price: GBP 150.00
SASC Ref.: PAT-15863-061020
   Audience Restriction
Members £150, non-members £175
   Course Summary
1.5 Million students in maintained schools speak English as an additional language. Over 500,000 international students attend UK schools, 20% of students attending UK universities are from abroad. This workshop will enhance understanding of the issues involved in assessing students with English as an additional language or with complex lniguistic histories for SpLDs.
   Course Detail

Delegates will be able to submit questions during the webinar which will be answered during the quest This is a practical online workshop linking theory to practice. Participants will be given instruction in how to compile a linguistic history, and will work collaboratively on Padlet to collate resources for a screening or diagnostic interview. They will learn to select and appraise tests for the diagnostic assessment of students with EAL/ complex linguistic histories, and will be required to interpret sample test results. Participants will also be given practice in bringing together assessment evidence and formulating appropriate wording for a diagnostic report. This workshop complies with the updated SASC guidance on the assessment of individuals for whom English is an additional language (EAL) and / or where there is a complex linguistic history.

There will be a focus on distinguishing between literacy difficulties arising from the learner's language history and risk factors more likely to be linked to a dyslexic / dyspraxic profile. The use of standardised assessment tools will be analysed using case studies, exploring how best to report findings of qualitative and quantitative data. Finally, the course will address the wording of the conclusion and recommendations sections of a diagnostic report.

Participants should be assessors working in a secondary school environment, although applicants from higher education are also welcome. While access arrangements will be discussed, the workshop aims primarily to help assessors implement the updated SASC guidelines for full diagnostic assessments with reference to EAL learners.ion and answer session at the end of the webinar.

   CPD Themes
  • Reviewing principles of psychometrics, statistics, assessment and underlying theory
  • Assessors
  • Support
  • Delegates are expected to hold a relevant qualification in the diagnostic assessment of SpLD. [Level 7 or equivalent qualification].
   Learning Outcomes
  • Typical variations in the EAL / complex linguistic backgrounds assessors encounter.
  • Using theory and research to help identify the ‘risk factors’ for a specific learning difficulty that an EAL learner may present.
  • Using tests and interpreting test results.
  • Establishing sufficient converging evidence and wording the report.
  • The course will enable an assessor to gain confidence in identifying a specific learning difficulty, where appropriate, in a learner with an EAL profile or complex linguistic history. It covers theory and the practical application of theory through developing screening tools, exploring typical language-specific patterns of error and critically discussing test use.