Assessment of Writing for All Students

Assessment of Writing for All Students by Bridgette Nicholson

Assessment of Writing for All Students instruction, literacy & inclusion

How many of your students struggle with writing? Do you know how to determine which tools and strategies really make a difference for your students? How do you use data to make decisions about the tools and strategies that might be best for your students? Writing is complex. It is complex for many students, not only those with special needs. Universal Design for Learning (UDL) is a framework and approach that benefits all students of all ages and skill levels. Within a UDL approach, we should be providing students with many different opportunities to demonstrate what they know, what they have learned and what they think. You can learn more about the UDL framework at www.cast.org The UDL framework states that we should provide “multiple means of Action and Expression.” Apart from the UDL approach, the sheer volume of varied technologies and multimedia options now available should drive us toward creating richer, interesting and more motivating learning and writing experiences for all of our students. As teachers and therapists, we need to create learning activ- ities, environments and technology systems which will encour- age our students to uniquely express themselves and help them to independently show what they know. Our students should be using systems to independently show what they know in confi- dent, expansive and motivating ways. Our children, from the youngest age, are eager to show what they know and to tell us what they think. Every child, regard- less of their ability to talk, has an innate desire to communicate thoughts, feelings, experiences, emotions, information and

opinions. For those children who develop verbal language skills, they will quickly tell us what they think and what they want. For those who do not develop typical language skills, they will find ways to communicate with actions, gestures, sounds, behaviors, etc. Every child has valuable information, opinions and ideas and as parents and educators, it is our responsibility to find ways that children can independently and effectively communicate and record all of that information, in writing. The term ‘writing’ has long been used to describe the record- ing of information as text. In fact, the Oxford dictionary defines ‘writing’ as “The activity or skill of marking coherent words on paper and composing text” and “The activity or occupation of composing text for publication”. Merriam Webster’s English Language Learners Definition of writing is “The way that you use written words to express your ideas or opinions”. In the world of UDL thinking, and given cur- rent multimedia technologies and methods, this is a good defi- nition. However, our thinking about writing should be even broader. Children can write and show what they know, think and feel using a wide range of multimedia technology tools and strategies, including text, voice/audio, video, drawing, and im- ages. Writing is a powerful means for people to record and docu- ment anything they want to. Apart from the need to write for academic and learning purposes, all children and adults need to be able to write as a lifelong skill. There are concrete and obvious reasons for the need to write, writing to show academic knowl- edge in the school environment or college environment, as well as writing needs in jobs and careers. However, writing is far more

BRIDGETTE NICHOLSON has been an occupational therapist and assistive technology consultant for 33 years. She provides consultation services for school districts in the field of assistive technology for students with special needs, for both high and low incidence students. Services and training have included presentations on a variety of topics related to assistive technology and Universal Design for Learning for school districts, organi- zations, and conferences. She develops informational websites and online tools for educators and students in general and special education.

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ing other methods to show what they know, together with trials and data collection to determine the most effective and efficient method/s of writing production. 5 METHODS OF WRITING PRODUCTION There are five methods for students to show what they know, to record their ideas and to ‘write’: 1. Drawing 2. Handwriting 3. Typing 4. Voice recording 5. Speech recognition Traditionally, children have produced ‘writing’ with hand- writing or typing. In some classrooms and educational environ- ments, however, students are being exposed to different multi- media or technology-based writing opportunities. As teachers and therapists learn about more multimedia applications and systems, students are being given options of creating content using a wider range of writing or recording methods. While mul- timedia writing and learning technologies are motivating and interesting, they do not automatically result in more effective, efficient or accurate writing. Some applications with high-inter- est media features might increase motivation for writing but, in some cases, might be distracting, visually complex, and may result in more experimentation and playing than actual produc- tion of high-quality content. When considering the five methods of producing and record- ing information, as well as the enormous range of variables in terms of how students write, it is essential for students to par- ticipate in a structured and carefully planned approach to help them develop the highest levels of writing skills they can be given their own cognitive skills and creativity. It can be coun- terproductive and a waste of time to simply try out a range of “fun and motivating” multimedia programs. We need systemat- ic, meaningful data, carefully collected over time, to show real progress and to make data-driven decisions about how to best help each individual student with writing. Effective writing takes many years to develop and continues to develop through life. As educators and therapists, we need to make full use of all of the exceptionally useful technology options available but must do this in a highly structured data-driven manner. Each child learns differently and will develop writing skills based not only on their own unique needs but also on the writ- ing tools, strategies and approaches we provide over time. This is not a few weeks or a few months, this is years of training and practice. Effective data collection for writing production involves quantitative data and qualitative data. Quantitative data includes writing speed and accuracy with numbers, empirical data, measurement, graphs, words per min-

than academics and work.

Writing allows individuals of every age to record their: Ideas Dreams

Experiences Knowledge Information Understanding Events Opinions Feelings and emotions Their personality Stories and creativity And anything they want

Writing, and recording information is a personal, creative and highly individual process. By writing, people can express who they are, their personality, interests and absolutely anything they want that is important to them. Every one of our children should have the opportunity of doing this, and be able to write and record information at their highest cognitive level and highest potential. In other words, our children should be using methods of writing that truly allow them to independently write and record their information. We need to provide them with systems that remove the barriers to effective writing. The way in which we remove barriers is by pro- viding them with multiple methods of expression and multiple methods of producing writing. Students need technologies and strategies that allow them to demonstrate knowledge, show what they know and inde- pendently record their ideas, feelings, thoughts and anything else they want to write about. We need to define writing in the broadest way if we are go- ing to assist our students in writing with multiple methods of expression. Traditional definitions of writing have included handwriting on a page and typing on a keyboard. With both methods, handwritten text or typed text is produced on a page (either a physical page or a screen). Traditionally, in the class- room, handwritten text on the page or printed text from a com- puter was turned in to the teacher. In the last few years, and with the growth of online file saving/collaboration sites such as Google documents, Google Classroom, Schoology and Seesaw, students are now able to work in a more digital environment. Nowadays, multimedia technology tools are abundant. We are seeing massive growth of varied online multimedia educational technologies, as well as handheld/tablet applications. Our stu- dents have more opportunities than ever to engage in writing in many different ways. We have to move away from the primary focus of handwriting and typing as methods of writing. Handwriting and typing are still important skills. However, in addition to these methods of writing, our students should be us-

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option of comparisons graphs and data, comparing a student’s proficiency and accuracy with different setups. The Online Assessment of Writing Methods was developed specifically for trials of different writing setups (with all varia- tions and options recorded), with data collected over time and to give reports and information of quantitative and qualitative comparisons of different writing methods Students can participate in four methods of writing produc- tion on this data collection site. All exercises record speed and some (copy typing exercises) record accuracy. Each exercise can be graded by the teacher with the additional option for narrative description, discussion and opinions by educator and student.

ute, percentages. Qualitative data includes observations, discussion and opin- ions from the teacher and student. Qualitative data is subjective and descriptive. Data or information about how a student writes/records in- formation can be one point in time. This is a single data point or a one-time evaluation of a student’s efficiency or effectiveness of writing production. It can include both quantitative and qual- itative data information, but it does not give information over time. One evaluation session does not give information about trends or essential information needed about the effectiveness of interventions, strategies or training methods. Data over time is essential. If we are to create a systemat- ic approach to training and developing highly effective writing skills, we need carefully planned and detailed data collection. This data should include not only the numbers for quantitative data and opinions and discussion for qualitative data, but it should also include detailed information on the writing meth- ods and other variables, such as hardware and software accom- modations, software settings, positioning supports, etc. Apart from the five methods of telling what they know, there are unlimited variables and options for writing production. In an evaluation of a student’s need for writing supports, the SETT framework (for assistive technology evaluation) is an ex- cellent method of identifying each student’s own unique needs, the demands in terms of their writing and expectations for writ- ing. The next steps are identification of possible technology tools and planning for trials, training and implementation. More information about AT evaluation and SETT is at www.joyzabala. com. Once possible tools and strategies are identified, it is essential to have a structured plan for introducing the technology, trials, training and data collection. The Online Assessment of Writing Methods has been re- cently developed by Bridgette Nicholson (Occupational Ther- apist/Assistive Technology Consultant). http://typingtraining. com/writing_methods.html This was developed in response to the need for a place to plan and document every aspect of the writing production pro- cess for all methods of writing. This online tool allows children of every age, grade and skill level to produce writing and to show what they know with every method and technology available. It provides a place for automatic, real-time measurement of quantitative data (words per minute and accuracy percentage) while allowing adults and students to provide opinions and dis- cussion about different types of technology tools and setups for writing. The tool was developed specifically to record every variable related to writing, including not only the technology tools but other variables including low or light-tech setups, en- vironmental considerations and all variables related to writing production. It allows for evaluation of writing over a period of time, using different setups and technology tools and gives the

Writing Method Details.

As each method is selected, the options and variables for each method will be shown. All sections have an area where ad- ditional information unique to each setup can be documented.

HANDWRITING

Child Handwriting on a Page

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Handwriting Accommodations

Keyboard Size

If handwriting is selected, these variables are provided. These are just a few of the more common light-tech or no- tech writing accommodations. Add detailed information in the Additional Information section to describe the full writing setup. Test or Data Collection session: The student does the writing exercise while the website re- cords the time. Once the student is done, they take a photo of the page. The site performs OCR on the writing, transcribes the writing into text in the background and provides a words per minute calculation.

Here, you can record detailed information about the meth- od of typing, including type of keyboard and hardware. If an alternate keyboard is used, it should be documented here. The name of the text input device, including hardware and software should be documented. Some of the more typical software sup- ports and programs are listed as options, but with space to pro- vide more details below.

TYPING

Keyboard and Typing Settings

Test or Data Collection session: The student types, using the recorded hardware setup and software supports. When the ‘Done’ button is hit, the site records typing rate in words per minute, including an accuracy percent- age if for a copy typing exercise.

Child Typing

If typing is selected, these variables are provided.

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VOICE RECORDING

well as to the transcribed text. The adult has the option of edit- ing the text in places that the transcription may not have been accurate. However, the website will calculate a words per minute of voice recording speed. There are many hardware and software options available to students for multimedia-based voice recording, audio and vid- eo activities which can be fun and effective to show what they know. Students can participate in activities using a very wide va- riety of these voice activities, while still recording the voice on the assessment website, which then becomes part of the data of writing methods for that student.

SPEECH RECOGNITION

Voice Recording

Voice recording is by far the quickest, easiest and most intu- itive method of independently recording information. When a child records their voice using a technology device, they are re- cording their speech. This is a voice file without text. Although the voice file can be transcribed at a later stage, this is specifical- ly a function where the child is talking without having to think about the text on the screen. The reason this is such a powerful and quick method of recording information is that the child can talk, using a very simple record button, and say anything they want without having to be concerned about whether the words are showing up correctly, if the spelling is correct, and also with- out having to place any emphasis on specific grammar or any of the other conventions for writing. Voice recording is one of the most powerful and yet one of the most underutilized methods for children to show what they know. Although this is not traditionally considered ‘writing’, it is one of the methods in which students can quickly become inde- pendent and show what they know, without relying on another person or on an adult scribing for them. Voice recording can be a prewriting strategy in itself. It can be an excellent brainstorming, discussion and thinking tool, stu- dents just press the “record” button and then talk. But apart from brainstorming, it can also be an effective writing tool. Students can still participate in all of the prewriting strategies, discussions and information gathering before writing, and then use voice recording as an actual method of writing. The student’s recorded voice is transcribed in the back- ground. As the student is talking, they do not see anything happening on the screen. This is by design since the aim is for the student to only be thinking about what they are wanting to write or record. Once the recording is done, and the student hits the “done” button, the voice recording is saved on the website and then is transcribed into text in the background. The teacher or therapist has access to the student’s actual voice recording, as

Child using Speech Recognition for Writing

If speech recognition is selected, these variables are provid- ed.

Speech Recognition

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Test or Data Collection session: With speech recognition, the student dictates using one of the speech recognition systems selected (shown above), and as they dictate, the text appears on the screen. The website records time (and accuracy for copying exercises). The student can see the text and has the option of editing the text and making cor- rections as they are dictating, if needed. Differences between Voice Recording and Speech Recog- nition Although with both of these input methods, the student is dictating or using their voice, they are very different processes. Voice recording is an extremely simple technology. In most cases all the student needs to do is hit the “Record” button and start talking. All students of all ages and cognitive levels, even those with emergent verbal skills and those using augmentative communication devices to talk, can use voice recording very successfully for prewriting strategies as well as for writing. Speech recognition is a much more complex process cog- nitively as well as in terms of reading and writing. Although speech recognition has become widely available, and in many cases free, and accuracy has improved enormously, it can still be a challenging process for some students. Students watch the text appear as they dictate, and they need a complex set of skills for reading and editing the text as they are dictating. Providing a speech recognition system does not automatically help stu- dents become good writers, however, it can be a powerful tool, and when used within a structured and well-planned approach, it can be highly beneficial for some students. STUDENT WORK SAMPLES The following are work samples from one student, prior to a full evaluation for assistive technology needs. Note the differ- ence in speed, content and complexity of writing given different writing methods.

VOICE RECORDING (Student recorded this information with no support or pre- writing strategies)

LINK to audio file - https://www.closingthegap.com/media/ fprmedia/china.mp3

The Great Wall of China was built to protect the Chinese from the Mongol invasions during the Ching dynasty. The wall stretches from the Northeast coast of China 2000 miles to the Southwest coast. The wall took billions of people to build but it cost over a million lives in deaths. The wall is built is a single wall that covers the whole fences of China. There was originally a se- ries of smaller walls going all over China. The wall, 2000 years later, is falling apart because of erosion and neglection. The wall of China is an international symbol on foods and company sym- bols. The Mongols are the greatest horseback riders that ever existed. The wall is not build right on the border of China but in of the border at least on the modern border. 77.01 seconds 135 words ~105wpm SPEECH RECOGNITION Dictated using speech recognition (15 minutes after initial voice enrollment) with assistance for corrections: The Great Wall of China. It was built in the Ching Dynasty. The wall was built to protect the Chinese people from the Mongol in- vaders. The Great Wall of China took billions of people to build and millions died. The Great Wall of China took 14 years to build. The Great Wall of China 2000 years later is falling apart because the wall is being neglected and of tourists. A Great Wall of China was built from the north east coast to the southwest coast stretching 2000 miles. There was originally a series of walls. The Great Wall of China took 14 years to build the Mongol invaders were the greatest cavalry Army ever.

Grade: 9th

5 min 43 seconds

114 words

~21wpm

Speed in words per minute Typing = 9 words per minute

Voice Recording = 105 words per minute Speech Recognition = 21 words per minute

TYPING The grat wall of China was bilt by the emper Cin. The wall was to protick the china pepar From the Mogole invaters the best hous back army that ever existed. The grat Wall of china tuck bilyens of lives to belled and miluns war killed. 5 min 6 words ~9wpm

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OTHER VARIABLES There are many considerations and variables to record as we set students up with writing exercises. Other sections and variables to document are:

Another Example of Flexible Positioning

Prewriting Strategies or Activities

Prewriting Strategies or Activities Planning and prewriting activities can make a significant dif- ference for the student’s writing. The type of prewriting activi- ties should be carefully planned and documented prior to the data collection writing activity. If any online maps or outlines are created, or if a student watched a video online, the website or URL can be recorded here. Details about the type of prewriting strategies should be recorded.

Seating and Positioning

teachers offer flexible positioning options. Classrooms are mov- ing away from rows of desks and the same chairs for every stu- dent. This is a significant benefit for students. There are many considerations and the options and possibilities are different depending on the teacher, classroom, ages and needs. On this website, the option is provided for recording the type of po- sitioning and set up for each writing exercise. If the student is typing on a keyboard or writing on a page they may need more structure and support, and if they are voice recording on a hand- held device, they may be able to curl up on a beanbag, lie on the floor or sit outside under a tree while brainstorming or talking out their ideas. These are very different types of writing experi- ences, but they are all different ways of recording information. Software Supports There are infinite options when it comes to software supports and combinations of software settings and options, including hundreds of different programs available to help support typing, rate enhancement programs, spelling assist programs and many others. There are hundreds of programs that allow for voice re- cording, multimedia video production and content creation. In the last year, there has been an explosion of new speech rec- ognition programs. The sheer volume and ever-growing list of software options is enormous. Sifting through these programs and options is a challenging job. We need to narrow the list of

Example of Flexible Positioning

Seating and Positioning Students need a wide range of options in their environment for seating and positioning while working. Clearly, the range of options will be dependent on the type of writing they are do- ing. If they are handwriting on a page, then the requirements for posture and positioning are very specific and different than if they were voice recording on a handheld device. Writing pro- duction and speed, as well as volume of writing produced might be impacted by the student’s positioning while working. Some

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many options in determining the types of tools, features, and settings that might be beneficial for individual students. We also need to document the tools, settings and options used in each writing exercise data point. This section allows the educator to record some of the more common software supports or to pro- vide additional details about software and settings. Data Collection Over Time The Online Assessment of Writing Methods website can give a snapshot in time with one evaluation or data point, for a one- time evaluation. However, if used over time, with multiple tri- als of writing technologies and strategies, the data can provide valuable information on the following questions: • Is this the right tool or technology for this student? • Are the settings in the software correct, or does the student perform more efficiently with different set- tings? • Are our training strategies, approaches and methods working? • What kinds of pre-writing strategies make the most difference? • Are there other strategies that help students with sig- nificant needs – for example, do some sensory calm- ing strategies prior to writing have an impact on the students writing?

Software Supports

Online Assessment of Writing - YouTube link: https://www.youtube.com/watch?v=9s5hXZub_fM

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• Do certain postures or positions make a difference? Are flexible seating and options for alternate posi- tions worthwhile? • Do visual accommodations and modifications make a difference in the child’s written output? And many other questions… As you collect data with very specific variables, you will start seeing trends and ongoing decision making can be based on the student’s own real data. Graphs can be saved and printed, giving comparisons of different test setups. Many reporting op- tions give options for data to be displayed based on the ques- tions and the need for comparing progress over time and com- paring performance with different methods. SUMMARY Writing is complex for all students. Evaluation and training of writing skills should not be a hit-and-miss process. As educators and parents, we should provide our students with a carefully planned, structured and detailed approach to helping them de- velop effective, efficient and independent writing skills. Children should use a wide range of methods and multimedia tools to write and to show what they know, to record or write what they think and to independently record their opinions and ideas. As students participate in trials of various tools and systems for writing, it is important to collect data about writing methods as well as all the variables and options for each writing exercise. This includes seating and positioning, environmental variables, software supports and settings and many more aspects of each writing exercise. The Online Assessment of Writing Methods at typingtraining. com/writing_methods.html provides an online tool for compre- hensive quantitative and qualitative data collection for individ- ual students and groups of students. It can be used for all stu- dents using all technology tools and methods of writing. It can be used for individual students or groups of students. This data can be valuable in assisting teams and administrators in making decisions relating to systems, strategies and technology tools which are the most beneficial for their students to help them reach their full potential in writing.

For more information go to: https://www.powerofatech.info/data-collection

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