What is a Contextualised Assessment?
A contextualised assessment considers a young person’s learning across different contexts – social, curricular, physical, and with varying types and levels of support. This collection of evidence provides a true picture of a young person over a period of time, highlighting how they learn, any identified strengths and area of development and the teaching approaches to which they best respond. At the conclusion of the assessment process, the assessor will determine whether or not the child meets the criteria for Dyslexia, Dysgraphia, or Dyscalculia and may or may not provide an identification.
Key Features:
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A contextualised assessment focusses on learning and helps identify the most effective support.
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It should be holistic, carried out in context, and provide pupil-centred information about how the young person learns across the curriculum.
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It takes place over time, over a number of contexts, is not one-off, and is part of a cycle of assessment, planning, doing and review.
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It allows identification of areas of strength and development needs.
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Provides rich assessment information which can inform next steps in learning and support.
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Shows how young people learn in relation to the kind of task or activity they are doing, and describes their response to support.
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It involves talking and listening to the pupil, the family, any professionals involved, observing the young person in a variety of school contexts, analysing work, and working with them.
Do you think your child needs a Contextual Assessment?
Please read the leaflet below which explains the process.
Assessing learning difficulties
Dyslexia, Dysgraphia and Dyscalculia Information
