Assessment of Writing for All Students

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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