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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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

Dyscalculia and Maths Difficulties Assessment

PDF / 957.79 KB

The assessment of Dyscalculia and Maths Difficulties within other Specific Learning Difficulties; evidence based, operationally effective definitions and procedures. November 2019

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

Evaluations of Need and Remote Assessment in the Identification of Specific Learning Difficulties

PDF / 374.34 KB

Updated list of tests available for use in the assessment of specific learning difficulties via remote online assessment. May 2021

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.

Post-16 Test List SASC June 2023

PDF / 346.31 KB

SpLD Test Evaluation Committee
Post-16 List of Suitable Tests for the Assessment of Specific Learning Difficulties (SpLDs). June 2023

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.

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.