Assessment of Writing for All Students

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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