ABSTRACT
More traditional methods of assessment have tended to adopt a predictive model which often assumes homogeneity of group and at once ignores non-impartiality due to cultural bias. The group assessment investigates each client's general language usage ability and learning potential using the Mill Hill Vocabulary Scale and Ravens Progressive Matrices respectively. Clients are assessed within a group setting initially and then interviewed individually. The interview is structured in such a way as to gather information around the client's views of assessment and expectations together with their vocational, social and educational history. In reviewing current developments with regard to assessment design for those adults who are visually impaired, greater emphasis is placed on adaptations to stage one and two assessment given their more immediate relevance compared with the stage three confirmatory period. The assessment process was scheduled over a three day period. Clients attended an initial induction period where they became more familiar with using tapes and dictaphones.
