SpLD assessment tools
The list of suitable tests for
the assessment of specific learning difficulties (SpLD) in Higher Education is
a key part of the National Assessment Framework for Applications for Disabled
Students' Allowances. The purpose of the list is to promote quality and
consistency in the Disabled Students' Allowances (DSA) process. [Please note: This list is specifically aimed at students 16 and over. There are a significant number of other assessment materials that will be relevant to younger ages. You should be looking to evaluate them in terms of their reliability, validity, standardisation sample and area that the assess relevant to your needs.]
STEC - SpLD
Test Evaluation Committee
to review this list periodically and consider new tests for inclusion.
guidance and other relevant documents can be accessed from here. Updated
guidance has been released, September 2013 and is downloadable from
this page. Interim updates are below.
Please share this advice
with colleagues and other stakeholders.
Maintaining test standards.
SASC advises it is best
practice for assessors not to put examples from test papers of errors in
reports at all. Advice for training and assessments should be to not state test items, but only give examples
of types of errors being made. Assessors are also reminded that working papers from assessments
should not be made available as these could affect the standardisation of the
test. [update issued August 2014]
TOMAL 2 [Test of Memory and Learning, 2nd edition]
All 5 subtests of the
Attention/Concentration Index [ACI] should ideally be administered to enable a
fully accurate composite to be calculated.
If for any reason a subtest score has been prorated it would be important
for the assessor to clearly indicate in the report that the ACI score has been
prorated and hence can only be used for a ‘statistical
rather than a clinical purpose’ (TOMAL2 p.59). The manual (p.59) also states ‘Although composites scores that contain a
prorated value may be profiled, a specific prorated subtest standard score
should neither be profiled nor taken as a reflection of an examinee’s memory
performance on the subtest the prorated score represent.’ Consequently, we
would not recommend that the individual subtest prorated score is documented in
the report. [update issued August 2014]
Abbreviated Scale of Intelligence® - Second Edition (WASI®-II) The WASI II
is acceptable for DSA assessments in all areas the WASI I was listed. The WASI
II is an updated version of the assessment battery. The WASI I is still
acceptable as long as the forms are available.
Mastery Tests: 3rd Edition (WRMT-III). Pearson. 5-75+ years
STEC approve the revised edition
of this test battery with the following cautionary note:
In the absence of the
publishers/importers providing (a) a re-standardisation to accommodate UK
culture and normative standards and (b) guidance/substituted materials on
word/picture/phrase substitutions for Americanisms and other cultural features,
STEC advises users to apply the necessary caution when administering the
test. Notwithstanding this point, it is STEC’s view that it considers
this test useful and appropriate to administer for the purposes intended.
response to recent debate about WRIT
of an ability test is to eliminate general learning difficulties and to examine
potential – the WRIT can do both. A comparison between the WRIT and the WAIS is
not particularly helpful as Verbal Analogies and Similarities are not measuring
the same thing. Most people using the WRIT are well aware that there is some
cultural bias as the test was not developed in the UK.
diagnose, people do'. An assessment is a differential diagnosis which uses a
battery of tests to come to a conclusion about strengths and weaknesses and
does not rely on any individual test for a diagnosis. Specialist Dyslexia
Assessors do not only rely on the WRIT scores or a working memory deficit to
make a diagnosis of dyslexia. They use data from other tests and take into
account the verbal abilities of the student throughout the whole assessment
process, noting receptive and expressive language skills. The assessment will
also look at difficulties with working memory, phonological weakness and speed
of processing, literacy weaknesses and specific skills associated with reading
and writing. Additional testing may be carried out if supplementary evidence is
Reference and Minutes of STEC meetings are accessible from the downloads page.