How does assessment work?
A dyscalculia assessment examines the child’s understanding and use of number, mathematical attainment, learning history and relevant cognitive or language factors. The assessor looks for a persistent, specific pattern and considers alternative explanations before deciding whether the evidence supports dyscalculia or a broader mathematics-learning difficulty.
Four facts to know
Dyscalculia is not established from one low mathematics score.
The assessment should investigate number understanding as well as calculation.
Teaching opportunity, anxiety, attention, memory and language may affect performance.
Dyscalculia assessment requires relevant specialist competence; dyslexia-only training is not automatically sufficient.
Information gathered before testing
The assessor asks when difficulties emerged, which concepts are hard, what teaching has been received, which strategies help and whether other learning or developmental needs are present. School work and intervention records can be informative.
Direct assessment
Tasks may explore comparing and representing quantity, number relationships, place value, calculation, fluency, estimation and mathematical reasoning. Other measures may be used when they help answer the referral question.
Interpreting the profile
The conclusion should distinguish a specific difficulty with number from general underachievement and explain uncertainty where the evidence is mixed. A useful report gives teaching recommendations whether or not dyscalculia is identified.
Before booking
Ask the assessor which current dyscalculia-specific qualification or professional standard supports their competence and what the resulting report can be used for.