What type of assessments are given to identify specific skills deficits after a student is flagged?

Diagnostic assessments are specifically designed to identify a student's specific skill deficits and learning needs. These assessments are administered after a student has been flagged for potential learning difficulties, such as dyslexia. The goal of diagnostic assessments is to gain a deeper understanding of the individual strengths and weaknesses in a student's reading and literacy skills.

These assessments often include a variety of tasks that target phonological awareness, decoding abilities, reading fluency, and comprehension skills. By pinpointing the exact areas where a student struggles, educators can tailor their interventions and instructional strategies more effectively to address those specific deficits.

In contrast, formative assessments are ongoing evaluations used during the learning process to monitor student progress and inform instructional adjustments. Summative assessments are typically used to evaluate student learning at the end of an instructional unit or period. Benchmark assessments are standardized tests used to measure student progress against predetermined standards, but they do not provide the detailed insights necessary for diagnosing specific learning deficits. Therefore, diagnostic assessments are the most appropriate type for identifying specific skills deficits after a student is flagged.