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Academic Achievement Assessment: Written Expression
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Anne Clohessy, Ph.D.
Evelyn Johnson Ed D
Evelyn Johnson, Ed. D.
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Overview
• Review of SLD Eligibility Process
• How Academic Achievement Assessment fits H A d i A hi
tA
t fit
in to the process
• Standards for assessment
• Examples of Written Expression assessments
• Interpreting results within the SLD eligibility process
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SLD Eligibility Process
Federal & State Definition
ID Criteria
Procedure
1 IImperfect ability to 1.
f t bilit t
learn
1 EEvidence of 1.
id
f
insufficient progress and achievement
2. Pattern of strengths and weaknesses in psychological processing skills
1 P
1.
Progress Monitoring M it i
Data, ISAT, Academic Achievement Tests
2. Assessment of psychological processing skills
3. Student’s
Student s lack of lack of
achievement is not the primary result of other factors
3. Team
Team consideration of consideration of
other factors (examining evidence when other factors suspected)
2. Disorder in a basic psychological process
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3. Not
Not a result of other a result of other
factors
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Standards for Assessments
Psychometric Property
Criteria
Reliability
Coefficients > .80; Use of
composite or cluster score OR 2 or
more subtests
Validity
Coefficients > .70; Valid for the
intended use; Specific and related
to the area of concern
Type of Scores
Standard Scores, Percentile
Ranks
Norms
Norm group is representative of the
population – especially if student is
CLD
Standardized
Administration
Professional administering the test
has training in the administration,
scoring and interpretation of
assessments
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Developing a Hypothesis
• Written Expression includes things such as:
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–
–
–
–
–
Idea generation Idea
generation
Organization
Conventions (usage)
Word selection (vocabulary)
Spelling
Writing issues need to be evaluated to determine the particular issues a child might be experiencing
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Onceuponatimetherewasagaint storm.Alot
ofpeoplearegoingcrazy.Adogisprobably
thinkingit’stheendofthewould.Theres abird
thatistrappedinacage.Theres rain
everywhere Some lightning made a fire some
everywhere.Somelightningmadeafire.some
guyistryingtoputoutthefire.Anotherguy
grabed it’spetandran.familys areruning
everywhere.onefamilyistryingtocallthe
police.There’sdirteverywhereIt’slikesome
peoplecare,andsomepeopledon’t.
The
TheEnd!
End!
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TRON
Onceuponatimetherewasaschool,namedStarElementry school.Oneclasswas
goingonafieldtrip.Miley askedherteacherwheretheyweregoing.Herteacher
saidwearegoingtoEgept .Sothenextdaytheteacherhandedoutperminshin
slips.Only15peoplebroughttheirslipsback.SoonWednesdaythe15people
wentonafieldtrip.Theyleftat9:00am.Whentheywereontheairplanetheygot
whatevertheywanted.WhentheygottoEgypt,theyhadlunch.ThenLilly,Miley,
D i dG
Demi,andGarrettwentand.Lillyfellinadeephole.thenMiley
tt
t d Lill f ll i d
h l th Mil fell,thenDemi
f ll th D i fell.
f ll
ThenGarrettfell.TheyfoundamagicrockthatsaidRub Me and See What Happens. So
Miley rubbedtherock.Allofasuddenamagicalcityappeared.Therewasabig
signthatsaidTRON.Atfirstthechildrenwereexited.Thentheynoticedthatthis
cityisnotsafe.Luckilytheyhadtheirbackpackon,sotheywillhavemealsfor
about5weeks.Theydecidedthattheyshouldsticktogether.Demi calledanother
student.ThestudentsaidtheywentbacktoBoise.thechildrenwereALARMED.
y
p p
p p
OnedaythechildrensawaprospectornamedBill.Theprospectorsaidhewas
goingbacktoBoise.thechildrenaskediftheycouldgobacktoBoisewithhim.He
saidyes.Sotheywentback.WhentheycamebacktoBoiseeveryonewasexcitedto
seethem.Thechildrenparentswererealy scared.Theparentsaskedthemhow
theyfoundBill.Thechildrensaidtheywerejusttakingawalkandsawhim.Then
theparentswerelikewellwhateverandhuggedtheirchildren.
THEEND!!!!!!!!!
Written Expression
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Academic Assessments
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Assessment
Woodcock Johnson Tests of Achievement, 3rd Edition (WJ‐III) Ages 2 to 90+
g
Subtest(s)
Written Expression 8 & 11
Broad Written Language 7, 8, & 11
Test 11 Writing Samples Test 7 Spelling
Test 8 Writing Fluency g
y
Assessment
Subtest(s)
Wechsler Individual Achievement Sentence Composition
Combining Sentences
Test, 3rd Edition (WIAT‐III)
Ages 4‐0 to 50‐11
Building Sentences
Spelling
Grades K‐2
Alphabet Writing Fluency
p
g
y
Written Expression Composite
Sentence Composition Composite
WIAT‐III
Sentence Composition
Combining Sentences
Grades 3‐12
Building Sentences
Spelling
Essay Composition
Written Expression Composite
Word Count
Sentence Composition Composite
Theme Development & Text Essay Composition Composite
Organization
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Assessment
Subtests
Test of Written Language, 4th
Edition (TOWL 4)
Edition (TOWL‐4)
Ages 9‐0 to 17‐11
1. Vocabulary
2 Spelling
2. Spelling
3. Punctuation
4. Logical Sentences
5. Sentence Combining
6. Contextual Conventions
7. Story Composition
Overall Writing Composite Subtests 1‐7
Contrived Writing Composite Subtests 1‐5
Subtests 1
5
Spontaneous Writing Composite
Subtests 6‐7
Spelling Measures
• Often lists of individual words – WJ‐III
– WIAT‐III
• TOWL‐4
– Spelling subtest is scored from dictated sentences
– Contextual Conventions includes spelling as part of the score; based on a story the student writes • Error
Error analysis helpful in identifying letter analysis helpful in identifying letter
patterns and spelling rules to target for intervention
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WJ‐III Written Language subtests
Example Items:
WJ‐III: Writing Fluency subtest
house
big
is
The house is big. WJ‐III: Writing Samples subtest
Directions read to student: “Write
Write a good sentence that tells what is happening in the picture.
a good sentence that tells what is happening in the picture ”
The boy is kicking
the ball.
WIAT‐III Written Expression subtests
Example Items:
Sentence Composition
Sentence Combiningg:
Honey is sweet.
Sugar is sweet.
Honey and sugar are sweet.
Sentence Building:
because
I am happy because it is snowing.
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WIAT‐III Written Expression Subtests, cont’d.
Example items
Alphabet Writing Fluency:
“
“Write the letters of the alphabet as fast as you can.”
h l
f h l h b
f
”
adcDefghIjklMnopQrStuvwxyZ
Essay Composition:
“Write about your favorite holiday and tell at least 3 reasons why you like it.”
10‐minute time limit. Scored for number of words and organization of writing.
TOWL‐4 Subtests
Example Items:
Vocabulary: ran I ran up the hill.
Spelling d Punctuation
Spelling and
P nct ation: The student writes sentences from dictation; h
d
i
f
di
i
scored for both Spelling and Punctuation subtests (includes capitalization) Logical Sentences: The student edits illogical sentences: John blinked his nose. John blinked his eyes.
Sentence Combining: John drives fast. John has a red car. John drives his red car fast.
Contextual Conventions and Story Composition: The student writes a story in response to a stimulus picture. Scored for spelling, capitalization, punctuation, as well as sentence construction, noun‐verb agreement, etc. (Contextual Conventions). Story also is scored for vocabulary, plot, prose, character development, interest to reader (Story Composition).
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Strengths and Limitations
of Written Expression Measures
WJ‐III Strengths
• Writing
Writing Fluency involves very Fluency involves very
simple sentences with most words provided – assesses speed of writing separate from content.
• Wide range of difficulty in sentences on Writing Samples. Can drop back to a very basic level with older students who have limited skills. • No penalty for spelling, N
lt f
lli
punctuation, and capitalization errors in Writing Samples makes score more dependent on content of writing. WJ‐III Limitations
• No paragraph/essay writing subtest. Many students can compose adequate sentences but struggle with lengthier composition.
Strengths and Limitations
of Written Expression Measures
WIAT‐III Strengths
• Separate scores for sentence S
f
writing and paragraph/essay writing extremely useful. • Sentence Combining taps into organization of information in writing, while Sentence Building taps into creation/expression of ideas.
• Word Count as part of the essay provides a writing fluency measure.
WIAT‐III Limitations
• SSentence Composition subtests C
ii
b
can be overwhelming to younger/poorer writers.
• Penalizes for spelling, capitalization, punctuation errors in sentences. • Essay time‐limit is short; some strong writers need time to
strong writers need time to think.
• Scoring system is very complex and time‐consuming to learn. 9
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Strengths and Limitations
of Written Expression Measures
TOWL‐4
• Multiple subtests allow thorough assessment
• Separate scores for mechanics of writing (spelling, capitalization/punctuation) both in sentences and in contextual writing
• Paragraph/essay portion is narrative, not expository
• Norms do not go below age 9
Date
Area of
Concern
Written
Dec 1
Expression 2011
Subtest(s)
Name of
Assessment
WIAT-III
Written
Expression
Sentence
Composition
Essay
Composition
Spelling
SS
%ile Evaluator/Title
88
21st
82
12th
102
55th
89
23rd
Ms. Friendly/Special
Education Teacher
Description of assessment measure, validity statement, and interpretive
information: The WIAT-III is an academic achievement test used to assess
individuals between the ages of 4 and 50 years. The Written Expression Composite of
the WIAT-III consists of the Sentence Composition (made up of Sentence Combining
and Sentence Building), Essay Composition (made up of Word Count and Theme
Development and Text Organization), and Spelling subtests. Though Student’s Essay
Composition score fell in the average range, he scored above average (114) in Word
Count but lower average (91) in Theme Development and Text Organization. In
addition, his Sentence Composition skills are well below average and his Spelling is
low average. Overall his Written Expression skills fall in the Below Average range.
Student put forth good effort on all subtests, so test results are considered valid.
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Date
Area of
Concern
Written
Dec 15
Expression 2011
Subtest(s) SS %ile Evaluator/Title
Name of
Assessment
83 13th Mr. Jones/Special
WJ-III Written
Education Teacher
Expression
Cluster
Writing
85 16th
Fluency
Writing
82 11th
Samples
Description of assessment measure, validity statement, and interpretive
information: The WJ-III Tests of Achievement is a comprehensive, individually
administered measure of academic achievement. The Written Expression Cluster
includes Writing Fluency and Essay Composition. Student’s overall Written
Expression score is 83, within the Below Average range. She put forth good effort
on all subtests demonstrating average energy and attention; therefore test results
are considered valid.
For more information…
• Please visit the Idaho Training Cl i h
Clearinghouse Specific Learning Disability S ifi L
i Di bilit
Learning Community
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http://itcnew.idahotc.com/specific‐learning‐disability.aspx
• Live chat session for your Q&A on academic achievement assessment to be
academic achievement assessment to be scheduled in March 2012
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1/27/2012
LPLC
C
Improving the lives of people who learn differently through prevention, evaluation, treatment, and research.
This webinar was provided in partnership with the Idaho State Department of Education and the Center for School Improvement and Policy Studies at Boise State University
3324 Elder Street • Boise, ID
3324 Eld St t
B i ID
208‐333‐0008
www.LPLearningCenter.org
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