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

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Updated Guidance on the use of CAS-2 in assessments

DOCX / 24.04 KB

This table will assist assessors using the CAS2 with the 2025 Report Format.

PPVT-5 Guidance November 2025

DOC / 76 KB

STEC Guidance
PPVT-5 (Peabody Picture Vocabulary Test, Fifth Edition):
November 2025

SASC Guidance on the assessment and identification of Developmental Coordination Disorder (DCD) / Dyspraxia 2025

DOCX / 97.2 KB

The purpose of this updated guidance is to:
1. clarify the impact of DCD/dyspraxia on academic learning.
2. outline new assessment tools relevant to the identification and assessment of DCD/dyspraxia,
3. draw on new research findings that have been become available since the last international recommendations were published in 2019.

Frequently Asked Questions about Headings

PDF / 83.28 KB

Assessors should use the main structure contained within the 2025 SASC Report Format Guidance. This document is intended to be read alongside this guidance and does not replace it or change it. It is intended to support assessors to interpret guidance on headings in the report and assist assessors in setting up their Report Format template.

STEC Guidance: THE TEST OF RETRIEVAL EFFICIENCY (TORE)

PDF / 459.21 KB

STEC Guidance: THE TEST OF RETRIEVAL EFFICIENCY (TORE) published September 2025

The Adult DCD/Dyspraxia Checklist (ADC) Instructions for use

PDF / 266.29 KB

The Adult DCD/Dyspraxia Checklist (ADC) Instructions for use (Kirby & Rosenblum, 2008)
Revision of scoring (2011)

Woodcock Johnson V; WJ V (COG, ACH and VTL)

PDF / 356.53 KB

Assessment Test Guidance: WJ V is a set of individually administered norm-referenced tests which measure cognitive abilities, academic achievements and oral language abilities.

Oral Passage Understanding Scale (OPUS) Guidance

PDF / 300.25 KB

STEC Guidance May 2026

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.