Praxis Mastery - 01 Sep 2026 to 01 Sep 2027: Praxis

Praxis Mastery is a 12-month professional development programme. Participants receive immediate access to foundation self-study modules and an exclusive self-study library. Monthly Missions then run across the year, each focusing on one area of assessment or report-writing practice.

Each Mission includes:

• recorded orientation and self-study material;
• a clearly defined implementation task;
• application to the participant’s own practice or case material;
• peer discussion within the Mastery community;
• two live online group sessions: one focused on assessment judgement and one focused on report-writing voice;
• a bounded Voxer support window for individual guidance related to the current Mission;
• a practical output that participants can use or adapt in their future work.

Foundation modules:
Participants complete two foundation modules that underpin the Mission work:

1. Statistics for Safer Interpretation
   This module revisits standard scores, confidence intervals, statistical significance, prevalence and safe interpretation of quantitative data.
2. Qualitative Analysis: Moving Beyond Scores
   This module explores observation, questioning, probing, reflection and the use of qualitative evidence to understand the story behind the scores.

Mission sequence:

1. Choosing Tests with Confidence
   Participants audit their test library and core battery, including consideration of relevant SASC test guidance and appendices.
2. From Profile to Diagnostic Decision
   Participants develop a converging evidence map and draft a diagnostic decision that can be clearly justified.
3. Writing Reports That Are SAFE
   Participants complete a 3-3-3 SAFE audit of one of their own reports and rewrite one selected section.
4. Efficient and Effective Report Writing Mini-Mission
   Participants create a personal workflow plan, starter phrase bank and sign-off checklist.
5. Background Information That Works Harder
   Participants review and revise their background information gathering and/or background information write-up.
6. From Error Spotting to Pattern Finding
   Participants complete spelling and writing analysis and develop an appropriate report paragraph.
7. Reading Miscue Analysis with Confidence
   Participants annotate a reading miscue transcript and use this to support analysis and/or report writing.
8. From Evidence to Real-Life Meaning
   Participants complete an Impact Map, linking assessment evidence to the individual’s lived educational or workplace experience.
9. From Impact to Action
   Participants create an Impact-to-Action map and develop recommendations that are appropriately linked to the individual’s profile.

By the end of the programme, participants will be able to:

1. Explain how current SASC expectations inform diagnostic assessment practice and report writing.
2. Review their own assessment practice in relation to test choice, evidence gathering, qualitative information, diagnostic reasoning, impact and recommendations.
3. Audit their current test library and core assessment battery in relation to current guidance and the needs of individual learners.
4. Apply safer principles of statistical interpretation, including standard scores, confidence intervals, significance and prevalence.
5. Use qualitative evidence to supplement and deepen understanding of quantitative assessment findings.
6. Identify meaningful patterns within spelling, writing and reading evidence, rather than relying on isolated errors or scores.
7. Synthesise background information, test data, observation and qualitative evidence to support diagnostic decision-making.
8. Develop a clear converging evidence map to support and justify a diagnostic conclusion.
9. Link assessment findings to the individual’s real-life experience, educational or workplace context, and functional impact.
10. Formulate recommendations that are clearly connected to the individual’s profile, evidence base and identified needs.
11. Review and improve report-writing practice using the SAFE Report Writing Anchor.
12. Write report sections that are SASC-aligned, APC-ready, fit for the individual, and efficient and effective for professional use.
13. Reflect on professional judgement, professional boundaries and the assessor’s role within diagnostic assessment.
14. Produce practical content that can be integrated into future assessment practice, including audit tools, mapping templates, report sections, workflow resources and recommendation frameworks.

Intended audience:
This course is intended for Level 7 qualified dyslexia/SpLD assessors, including:

• newly qualified assessors who wish to consolidate and strengthen their professional practice;
• experienced assessors who wish to refresh their approach;
• assessors preparing to move confidently into the 2025 SASC report format;
• assessors seeking structured professional development linked to diagnostic assessment, evidence synthesis and report writing;
• assessors who want to develop greater confidence in applying professional judgement.

The course is not intended for:

• trainee assessors who are still completing initial assessor training;
• participants seeking a Level 7 qualification;
• assessors requiring individual supervision, full report marking or APC submission support;
• participants seeking approval of a full test battery;
• assessors looking for passive CPD without implementation tasks.