SASC Downloads

Recent SASC guidance documents can be searched here. Scroll down to view all documents or type in a key word.

See the following web page for all Assessment Test Guidance.

SASC Downloads

Search results

Diagnostic Interview for DCD in Adults (DIDA)

PDF / 168.49 KB

Kirby, A, Barnett, A, and Hill, E. DIDA offers a process to follow for the assessor in order to check the criteria for diagnosis are met and to be able to operationalize them. June 2018

English as an Additional Language (EAL): Assessment Guidance

PDF / 1.09 MB

SASC guidance to highlight important issues in the area and to provide pointers to good practice, November 2019

Post-16 Assessment Report Format

PDF / 435.56 KB

This is the format required for an assessment report for Specific Learning Difficulties (SpLDs) for learners over 16 years of age.

Pre and Post-16 Report Format Guidance

PDF / 897.88 KB

This document provides additional clarification and explanation to aid assessors in using the assessment report formats required by SASC. May 2022

Pre-16 Assessment Report Format

PDF / 421.19 KB

This is the SASC format required for an assessment report for Specific Learning Difficulties (SpLDs) for learners under 16 years of age.

Reading and Writing Speeds and SpLD Assessment

PDF / 679.1 KB

Simpson, R., Holden, C. and J. Warren, Reading and writing speeds and SpLD assessment SASC Guidance June 2020

SASC List of Suitable Tests 2024

PDF / 380.43 KB

The Pre-16 List of Suitable Tests and the Post-16 List of Suitable Tests have now been combined into this single List of Suitable Tests for the Assessment of Specific Learning Difficulties (SpLDs).

SASC Consultation April 2022: Full Paper

DOCX / 768.95 KB

SASC Consultation Full Paper on the identification of and effective intervention for literacy difficulties in children and adults. Implications for the assessment of dyslexia. April 2022

SASC Guidance Documents

SASC and its subcommittees are a collaborative and ‘umbrella’ group of professionals working in a similar field to agree standards of practice. No single organisation or individual dominates. SASC strives to bring about change through consensus. Decisions and guidance go through a consultation process with the organisations involved in SASC and, where possible, with a wider audience of individual assessment practitioners, academics, trainers and teachers/tutors.