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Conducting an assessment of maths difficulties/dyscalculia - 27 Oct 2025 to 27 Oct 2026: Praxis

Conducting an assessment of maths difficulties/dyscalculia - 27 Oct 2025 to 27 Oct 2026: Praxis

Overview

  • Date(s)
    27 Oct 2025 - 27 Oct 2026
  • Cost
    £288.00
  • Provider
    Praxis CPD Ltd
  • Delivery type
    Distance
  • Course level
    Intermediate
  • Course summary

    A walk-through of the 2025 SASC report format mapped to the 2025 SASC Maths difficulties and Dyscalculia guidance
  • CPD credit hours
    5 hours
  • Course themes
    Reviewing principles of psychometrics, statistics, assessment and underlying theory, SpLD testing methods, interpretation, report writing, feedback and test materials
  • Audience
    Assessors, Assessment centres, Training institutions
  • Website
    https://courses.praxis-cpd.org.uk/)
  • SASC Code
    SASC-20250919-1556

Description

The course aims to equip SpLD assessors with the knowledge, skills, and confidence to carry out robust, evidence-based assessments of mathematical difficulties and dyscalculia within the 2025 SASC report format. It focuses on hypothesis-driven assessment, STEC-aligned test selection, and the integration of quantitative and qualitative evidence to reach a clear and defensible diagnostic decision.

  • Self-checking qualification levels

    Background information

    ·       Key considerations

    ·       Environmental factors

    ·       Medical/biological factors

    ·       Asking the right questions before the assessment to inform the assessment.

    ·       Using the background information to inform the assessment

    ·       Case studies – use to determine the assessment from a range of profiles

    Selecting appropriate tests within an individual assessment

    Using hypothesis theory

    Purpose of assessment (ie dyslexia/maths)

    Background information

    ·       Evidence of maths difficulties/impact of dyslexia-type difficulties in maths. (What is the impact?/Which areas?)

    ·       Evidence of maths anxiety

    ·       Risk and resilience factors

    Areas of assessment (linking to the 2025 STEC list)

    A step by step walk-through of the specific areas of assessment in the report format considering:

    ·       How this relates to difficulties in maths?

    ·       Which assessment tools are available and suited to the specific components?

    A deeper dive into Maths attainment section

    Areas of maths attainment and numerical cognition in the report format with examples of which tests cover which area

                     i.          Standardised timed test(s) of basic calculation to cover +, -, x, ÷

                    ii.          A written untimed test of graded computation

                  iii.          General maths attainment:

                 iv.          Mathematics reasoning and problem solving

                   v.          Other maths attainment tests

                 vi.          Qualitative assessment: What can be used and why?/Assessment tools previously on STEC list, pros and cons

    ·       Numerical cognition – what do we need to assess and what tests are available on the STEC list

    Emerging profile

    ·       How do specific difficulties with literacy impact on different areas of maths?

    ·       How do specific cognitive factors impact on maths performance?

    ·       How does this inform the diagnostic decision? 

    Diagnostic decision

    Breaking down the definition

    Case studies

    Recommendations/Onward referral

Learning outcomes

Participants will:

·       Feel more confident and have a securer knowledge in assessing mathematics within the boundaries of their qualification.

Consider whether they meet the criteria to assess for mathematics and/or whether to complete further training

Course prerequisites

Level 7 qualified/APC holders

Booking options