Scoring the task analysis

There are two ways of scoring when using a tasks analysis in assessment:

  1. The child or young person receives one point for each step completed independently, and then the number of points is totalled when the task is completed, which gives the total score for the assessment.
  2. The assessor stops scoring as soon as the child or young person makes an error.

The first scoring option is the most commonly used in practice and the second option is more commonly used in research studies.

The first option is more useful for goal setting and intervention planning as it highlights the steps in which the child or young person has difficulty, and so these are the steps which will be taught and practised in intervention.  It also clearly shows the individual’s skills and strengths, and therefore time does not have to be spent teaching the steps which they can already complete independently.

A task analysis is a very useful way of measuring progress as it will clearly show any improvement in scores if carried out before and after a period of intervention.

Additional observations should also be noted during assessment, such as fine motor skills, ability to correct errors, follow instructions, ask for help, ability to problem solve and make decisions.