ABSTRACT

This chapter considers the types of assessment carried out in a school setting. It looks at a range of assessment for learning approaches and summative assessment points. It deconstructs the assessment process and evaluates how neurodivergent pupils fit within this model. Links are made to the graduated approach, and how the teaching assistant (TA)/learning support assistant (LSA) fits into this cycle. This component progresses to examine specific needs of pupils, strategies to support assessment and how to access them across both the primary and secondary phases. This is all done within the context of the TA/LSA role. There is a section that also reviews the importance of assessment and the assessment cycle to inform and lead into learning and teaching strategies for pupils. There is a focus on summative assessment points such as Key Stage Standardised Assessment Tests, General Certificate of Secondary Education and A levels and access arrangements for these that might be supported by the TA/LSA.