Progress Monitoring with Objective Measures of Writing Performance for Students with Mild Disabilities
- 1 September 1991
- journal article
- Published by SAGE Publications in Exceptional Children
- Vol. 58 (1) , 61-73
- https://doi.org/10.1177/001440299105800106
Abstract
To adequately monitor progress in writing, a test must show stability and demonstrate a performance profile over time that parallels those of accepted criterion measures. This study investigated the technical adequacy of seven objective indexes of writing quality in monitoring the progress of 36 middle school (Grades 6–8) students with mild disabilities over a 6-month period. The stability of each index was assessed. Holistic ratings of the same writing samples and the Test of Written Language served as validation criteria. Three indexes were moderately correlated with holistic ratings, but were not sufficiently stable over time. Direct, objective writing assessment must he used with caution for progress monitoring, given our present lack of precision in measuring the complex task of writing.Keywords
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