PART #2 Where to Draw the Line: Levels of Support for SEP and ld students- How much is too much?

stic figure draw line

Click Here to Read Part #1

Teachers and Education Assistants often walk a fine line between supporting and taking over when the pressure is on for a student to complete work.  Many of us will question ourselves and feel uncertain about how much support to give.  These steps are recommended for Education Assistants.  

5 Steps to Getting Assessment Support Just Right (or close to it)

1. Talk to the Teacher


Find out which students you will be expected to support and the specific reasons the teacher has flagged them for this help.  Sometimes the student and their capabilities will be well known to you but there will be times when the student is an unknown entity – make sure everyone is on the same page.  Don’t be afraid to ask questions about the students, the task and what the teacher expects you to do.

2. Be Prepared

a plus clipboardWhen possible, get a copy of the assessment task sheet/ exam and the criteria sheet prior to working with the student.  Ensure that you understand the task and the skills that are being assessed.  For example: in a maths test are students being assessed on reading the question, the procedure they chose to use or the accuracy of their calculations?  The skills being assessed and the knowledge required for a “C” will impact how much support you can give.

Review the content knowledge that the student will need to know.  Make sure you know how to access the notes or materials that students will need.  You don’t need to become an expert on chemistry to help in an exam, but if you can at least access a glossary of terms and know which way to steer the student if they are really stuck, it will certainly help.

Check what the assessment conditions are and time the student will have to complete it.  Also find out where you will be working with them (will you be in the classroom or in the library?).

3. Breakdown the Question/s

screen bean puzzle solverOften students understand the content but don’t understand the question and give up.  If the question is in two parts, cover up the second part and help the student to focus on the first part.  You could help them make a list of separate steps they need to take to complete the question. Underline the key words in the question that relate to the knowledge or skill that the student needs to use.

4. Use questions to probe for student understanding

Follow this process to help students work it out on their own:bw question mark

  1. Read the question slowly to the student (sometimes this is enough).
  2. Ask: What words in there do you know or recognise?
  3. Ask: What do you know about that topic?
  4. Say: What could you do to answer this question?
  5. Ask: What is confusing you about this? (If a direction is unclear this would be a good time to reword the question or break it up into smaller steps).
  6. Reword the question or say: remember when we did (insert skill here) in class.  We were looking at (insert object or topic).  Can you remember the steps we followed?
  7. Reassure the student and encourage them to get started.

5. Scribe Don’t Write

Scribing is writing down exactly what the student has said in answer to a question or when composing a paragraph.  Consider the criteria when have been asked to scribe, if spelling is being assessed then insist the student attempts to spell content words.  If students have been asked to write an essay but the main criteria refer to content, focus your questions on the content and don’t get bogged down with spelling or grammar.  You might know that the wording is awkward but if that is something being assessed you need to let it go.  When you have scribed a sentence, re-read it so the student can hear it out loud and make necessary changes.ta supporting student

Use questions to prompt correct sentence structure and punctuation.

  • Does that make sense?
  • Is that a question?
  • Do I need to start a new sentence here?
  • Is this in the same paragraph?


Continuing Professional Development (CPD) for Education Assistants is a dynamic issue.  Education Organisations need to ensure that support staff are indeed qualified to perform the duties expected of them.  The role of Education Assistant is an essential one, especially when providing sufficient support for students with disabilities and learning difficulties.  This content is helpful for Education Assistants however it is best used to stimulate discussion in an informal development environment.  

When teachers request the support of an education assistant in the classroom or they are blessed with the offer of support, they should be prepared to use and manage the resource efficiently.  Stay tuned for Part #3 coming soon.  

PART #3  How to Manage Support Resources in your Classroom: Getting the Best From Your Education Assistant 

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2 thoughts on “PART #2 Where to Draw the Line: Levels of Support for SEP and ld students- How much is too much?

  1. Pingback: PART #3 How to Manage Support Resources in your Classroom: Getting the Best From Your Education Assistant | Mel the Literacy Coach

  2. Pingback: PART #1: Supporting Special Education and Learning Support Students to Complete Assessment | Mel the Literacy Coach

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