What is LASS 11-15?

LASS 11-15 is a fully computerised multifunctional assessment system for use with students in the age range 11 years 0 months to 15 years 11 months.

(‘LASS’ stands for ‘Lucid Assessment System for Schools’)

LASS 11-15 has six broad applications:

  • routine screening on entry to secondary education
  • screening of all students in the age range for literacy problems
  • assessment of special needs in literacy
  • identification of specific learning difficulties and dyslexia
  • regular monitoring of progress in literacy
  • assessment of general ability

LASS 11-15 is very easy to administer: the computer delivers the assessment tasks to the student in the form of games, without the need for individual supervision, and scores the results immediately. The tasks, which are challenging and enjoyable, have been created specifically for students in this age range, with colourful cartoon-style graphics and high-quality digitised sound.

LASS 11-15 comprises the following eight assessment modules that can be used individually or in combination:

  • single word reading
  • sentence reading
  • spelling
  • reasoning
  • auditory memory (‘Mobile’)
  • visual memory (‘Cave’)
  • phonic skills (‘Nonwords’)
  • phonological processing (‘Segments’)

The full suite of eight computerised modules takes about 45 minutes, on average, to administer, but teachers may choose to administer only some of the tests if they wish. Most of the modules are adaptive tests — that is, the computer automatically adjusts the difficulty of the items to suit the ability level of the student. This means that assessment is faster and more efficient, and also prevents students becoming bored by items which are too easy or frustrated by items that are too difficult.

LASS 11-15 enables teachers to:

  • obtain a reasonable estimate of the student’s intelligence
  • assess the student’s attainments in reading and spelling and identify students who are under-performing in these areas
  • measure discrepancies between actual literacy attainment and expected literacy attainment based on intelligence
  • identify underlying problems in memory or phonological processing skills that could be the cause of under-performance in literacy
  • identify students with dyslexia (specific learning difficulty)
  • monitor development in reading and spelling on a regular basis
  • assess improvements in memory, phonological and phonic decoding skills brought about by appropriate training or intervention

LASS 11-15 can be used outside this stipulated age range, but considerable caution should be exercised when doing so.