Making Sense of an Assessment Report

Once you’ve had your child assessed you will receive a detailed report which can appear quite complex and daunting to read through. As a parent, you should always feel free to ask for feedback and clarification of any confusing part of the report.

There will be a variety of approaches professionals take to structure their reports depending on which country your child was assessed in and some will be more formal and technical than others. The UK has a regulatory body – SASC which determines the structure of UK based assessment reports, which has recently been changed so a report carried out a few years ago for instance will differ in format to reports written this year.

The assessor will have compiled the report using information gathered from you the parent or carer, the teachers or SENCO at your child’s school, conversations with the child themselves and the assessments taken.

The main findings will be outlined in the overview section at the start of the report. This is the section which will have a diagnostic statement about the presence of a clear specific learning difficulty such as dyslexia and will note the main recommendations of how best to support the child moving forwards.

There will be a more detailed explanation of the findings and how the diagnostic decision was reached towards the back of the report and more on specific reccomendations too so it’s well worth having a read of these.

The bulk of the report will show and describe the tests taken, why they were chosen, what they measure and how your child scored in each sub test.

Every child is different and therefore each report is too.

If you have any questions about an assessment report you have had done for your child or have had the assessment and are wondering what to do next. Then get in touch. I offer a video call consultation to explain the report in clear terms and help you make a plan for what to do next. Email me at zoeb@mancroftlearning.co.uk to book.

Author: Zoë Brown

I am a dyslexia specialist, qualified in assessing dyslexia and literacy related difficulties as well as tutoring dyslexic children and those who need additional literacy support. Having been diagnosed as dyslexic at an early age, I have a personal understanding of both the challenges and advantages that dyslexia brings. I feel strongly that when given the right support and positive encouragement, dyslexic people of all ages can excel in confidence and academic attainment.

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