My 3 Ds for Being Assessor Fit: Part 2
- Direction
- Development
- Deliberate practice
The same principle applies to assessment practice.
Direction
One of the biggest changes for many assessors is the move away from compulsory reasoning measures, such as the WRIT.
This is not about simply replacing one assessment with another. It reflects a broader shift in our professional thinking, guided by current research.
Current research highlights several important points:
- Early language difficulties is understood to be a risk factor for dyslexia.
- Language development is just as important for mathematical achievement as specific numerical skills.
- Strong receptive and/ or expressive language skills, in comparison to difficulties in reading or maths, demonstrate why those difficulties are unexpected.
- Language strengths act as protective factors that help individuals manage their difficulties.
Understanding this research helps us understand why language measures have become increasingly important within assessment practice.
One particularly useful piece of research is:
This paper reinforces the central role of language in literacy development and dyslexia identification.
The same message emerged strongly at the European Dyslexia Association Conference in Poland.
The Heterogeneous Nature of Dyslexia, Professor Kristina Moll, University of Munich
Professor Moll highlighted the diverse developmental pathways associated with dyslexia and emphasised that oral language forms the foundation for reading and writing development. Children with language difficulties are at greater risk of literacy difficulties, which supports the growing emphasis on receptive and expressive language within assessment and early identification.
Vocabulary and Early Numeracy: Weronika Paracchini
This presentation explored the relationship between language and mathematics. Findings showed links between vocabulary development and early mathematical skills, including understanding concepts such as ‘before’ and ‘after’, sequencing, and navigating visual information.
These findings reinforce the fact that language underpins far more than literacy alone.
Direction:
The more we understand the rationale behind the changes, the more confidently we can select assessments, interpret findings, and write reports using the new content guidance
So, follow the direction given by SASC. Understand the research. Use it to develop your existing trusted skills. Then practise, practise, practise.
And please join me for a live presentation of the New Report Format, 2025, with Communicate ed, on Wednesday 9th December, or anytime online, where I will be following the “3 Ds”
More Ds to follow! 😊
If I can help, please do get in touch. https://educationaccess.co.uk/#contact