chapter 13 written language. purposes for assessing written language general education monitors...
TRANSCRIPT
Chapter 13
Written Language
Purposes for Assessing Written Language
General education monitors spelling, handwriting, and composition
Special education usually assesses spelling and other areas as needed
Skill Areas Oral language precedes written language Reading usually precedes written language Whole language approach integrates Includes mechanical skills and composition
skills Composition includes 3 or more stages:
Planning Writing Evaluating
Current Practice
Most assessment tools emphasize mechanical skills
The number of tests have increased Informal assessment strategies are a
necessity
Strategies for Assessing Spelling
Broad Range Achievement Tests WRAT–3 uses recall tasks PIAT–R/NU uses recognition tasks Woodcock-Johnson III uses both recall
(spelling) and recognition (editing)
Test of Written Spelling–4 (TWS–4)
Informal Techniques for Spelling Assessment
Work sample analysis Spelling inventories Criterion-referenced tests Observation Clinical interviews
Strategies for Assessing Handwriting
Zaner-Bloser Evaluation Scales Observation and error analysis Handwriting inventories Criterion-referenced instruments Test of Legible Handwriting (TOLH)
Test of Legible Handwriting (TOLH)
Strategies for Assessing Composition
Test of Written Language–3 (TOWL–3) Test of Adolescent Language–3(TOAL–3) Woodcock Language Proficiency Battery–
Revised Mather-Woodcock Group Writing Tests
(GWT) Test of Written Expression (TOWE)
Test of Written Language–3 (TOWL–3)
Informal Techniques
Rating scales and checklists Writing sample analysis Criterion-referenced tests Observations Clinical interviews Portfolios
Language Arts Assessment Portfolio (LAAP)
Within the Classroom
Types of skills emphasized Amount of time devoted to writing
instruction Social relationships among students and
teachers Physical environment
Answering the Assessment Questions Informal strategies are required Evaluated in relation to estimated intellectual
performance Specific learning abilities influence the
acquisition of written language skills Classroom behavior and achievement problems
interfere with writing skills Writing proficiency required for other areas Present level of performance must be
documented