Writing Assessment Summary
Student:
Examiner:
Test Date:
Student Age:
Grade:
The Test of Written Language-4 (TOWL-4) measures seven areas of writing (vocabulary,
spelling, punctuation, logical sentences, sentence combining, contextual conventions, and story
composition) for students age 9-0 through 17-11.
Purpose of Testing
(Identify students who write poorly and, therefore, need special help, determine student’s
particular strengths and weaknesses in various writing abilities, document student’s progress in
special writing programs/interventions, help determine eligibility for special education, etc.)
Behavior During Testing
(Level of cooperation, conversation, activity, attention and concentration, self-confidence,
care in responding, response to difficult tasks, etc.)
TOWL-4 Subtest Results
Subtest
Scaled Score Percentile Rank Description
Vocabulary
Spelling
Punctuation
Logical Sentences
Sentence Combining
Contextual Conventions
Story Composition
Vocabulary
TOWL-4 Composite Results
Composite
Composite Index Percentile Rank Description
Contrived Writing
Spontaneous Writing
Overall Writing
Summary:
Description of the Test of Written Language-4 (TOWL-4)
The fourth edition of Test of Written Language (TOWL-4) is a norm-referenced, comprehensive
diagnostic test of written expression. It is used to (a) identify students who write poorly and, therefore,
need special help, (b) determine students’ particular strengths and weaknesses in various writing
abilities, (c) document students’ progress in special writing programs, and (d) measure writing in
research.
Subtests
The subtests represent the conventional, linguistic, and conceptual aspects of writing. Subtests 1-5 use
contrived formats; subtests 6-7 use a spontaneously written story to assess important aspects of
language. The subtests:
1. Vocabulary – The student writes a sentence that incorporates a stimulus word. E.g.: For ran, a
student writes, “I ran up the hill.”
2. Spelling – The student writes sentences from dictation, making proper use of spelling rules.
3. Punctuation – The student writes sentences from dictation, making proper use of punctuation
and capitalization rules.
4. Logical Sentences – The student edits an illogical sentence so that it makes better sense. E.g.:
“John blinked his nose” is changed to “John blinked his eye.”
5. Sentence Combining – The student integrates the meaning of several short sentences into one
grammatically correct written sentence. E.g.: “John drives fast” is combined with “John has a
red car,” making “John drives his red car fast.”
6. Contextual Conventions – The student writes a story in response to a stimulus picture. Points
are earned for satisfying specific arbitrary requirements relative to orthographic (E.g.:
punctuation, spelling) and grammatic conventions (E.g.: sentence construction, noun-verb
agreement).
7. Story Composition – The student’s story is evaluated relative to the quality of its composition
(E.g.: vocabulary, plot, prose, development of characters, and interest to the reader).
Composites
1. Overall Writing estimates students’ writing ability when measured by subtests that use both
spontaneous and contrived formats. The results of all seven subtests are combined to form this
composite.
2. Contrived Writing estimates students’ writing ability when measured by subtests that are
contrived formats. The results of five subtests are combined to form this composite.
3. Spontaneous Writing estimates students’ writing ability when measured by subtests that are
scored by evaluating their spontaneously composed essays. The results of two subtests are
combined to form this composite.