assessing writing fluency-tw

8/2/2019 Assessing Writing Fluency-tw

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ASSESSING WRITINGASSESSING WRITINGFLUENCYFLUENCY


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STUDENTS WITH LEARNING PROBLEMSSTUDENTS WITH LEARNING PROBLEMS

OFTEN STRUGGLE WITH WRITINGOFTEN STRUGGLE WITH WRITING

DIFFICULTY PROCESSING AND/ORDIFFICULTY PROCESSING AND/ORORGANIZING INFORMATIONORGANIZING INFORMATION HAVE INEFFICIENT WORD RETRIEVALHAVE INEFFICIENT WORD RETRIEVAL

SYSTEMSYSTEM STRUGGLE TO DEVELOP OWN IDEASSTRUGGLE TO DEVELOP OWN IDEAS

STRUGGLE TO USE STRATGIESSTRUGGLE TO USE STRATGIESEFFECTIVELYEFFECTIVELY

WRITING PERFORMANCE LOWER THANWRITING PERFORMANCE LOWER THANREADING PERFORMANCEREADING PERFORMANCE

HAVE POOR LONG/SHORT TERM MEMORYHAVE POOR LONG/SHORT TERM MEMORY EXPECT TO FAILEXPECT TO FAIL ALL HAVE SOMETHING TO TELLALL HAVE SOMETHING TO TELL

(Isaacson 2006)(Isaacson 2006)


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WHY ASSESS WRITING?WHY ASSESS WRITING?

NO CHILD LEFT BEHINDNO CHILD LEFT BEHIND

ADEQUATE YEARLY PROGRESSADEQUATE YEARLY PROGRESS

PROVIDES DATA FOR GOAL SETTINGPROVIDES DATA FOR GOAL SETTING

AND MONITORING STUDENTAND MONITORING STUDENT

PROGRESSPROGRESS

INFORMED INSTRUCTION BASED ONINFORMED INSTRUCTION BASED ON

COLLECTION & EVALUATION OF DATACOLLECTION & EVALUATION OF DATA


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MONITORING STUDENTMONITORING STUDENT

PROGRESSPROGRESS

SIMPLE, ACCURATE, INEXPENSIVESIMPLE, ACCURATE, INEXPENSIVE

ABILITY TO COLLECT DATA ON ON-ABILITY TO COLLECT DATA ON ON-

GOING AND FREQUENT BASISGOING AND FREQUENT BASIS

USE OF DATA TO MAKEUSE OF DATA TO MAKE

INSTRUCTIONAL DECISIONSINSTRUCTIONAL DECISIONS


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SCORING OF WRITINGSCORING OF WRITING

PROBESPROBES

OBJECTIVE SCORING- based onOBJECTIVE SCORING- based on

outcomes approach, actual counts ofoutcomes approach, actual counts of

specific characteristics:specific characteristics:

Total words writtenTotal words written Correct word sequenceCorrect word sequence

Words spelled correctlyWords spelled correctly

ConventionsConventions

SUBJECTIVE SCORING- based onSUBJECTIVE SCORING- based on

specific skills approachspecific skills approach


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HOW TO GET STARTED WITH AHOW TO GET STARTED WITH A

WRITING ASSESSMENTWRITING ASSESSMENT

PROBE?PROBE?

Provide a writing promptProvide a writing prompt

Need to be consistent in level of difficultyNeed to be consistent in level of difficulty

and genreand genre

Consider use of story starters, visual stimuli,Consider use of story starters, visual stimuli,

and/or topic sentences at elementary leveland/or topic sentences at elementary level

Use consistent testing & administrationUse consistent testing & administration

proceduresprocedures


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PROCEDURESPROCEDURES

Read prompt to child and then rereadRead prompt to child and then reread

Provide 2 minute planning timeProvide 2 minute planning time

Then say Begin writingThen say Begin writing

After 3 minutes say Underline the word youAfter 3 minutes say Underline the word you

just wrote and finish your piece.just wrote and finish your piece.

Score total number of words written in 3Score total number of words written in 3

minutesminutes


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TOTAL WORDS WRITTEN:TOTAL WORDS WRITTEN:

OBJECTIVE SCORINGOBJECTIVE SCORING A word counts if itA word counts if it

is separated fromis separated fromother words in theother words in thewritten material.written material.

Words are countedWords are countedregardless ofregardless ofwhether they arewhether they arespelled correctly orspelled correctly orare phoneticallyare phoneticallyrecognizable.recognizable.

Numbers that areNumbers that arenot written out donot written out donot count as words.not count as words.ie. 4321ie. 4321

Count the title ifCount the title ifone is written.one is written.

Count properCount propernouns as words.nouns as words.

If the story starter isIf the story starter iswritten as part ofwritten as part ofthe story, includethe story, includethose words in thethose words in thecount.count.


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ADVANTAGES TO USING THISADVANTAGES TO USING THIS

OBJECTIVE SCORING METHODOBJECTIVE SCORING METHOD

ObjectiveObjective

High ReliabilityHigh Reliability

High correlation with performance of normHigh correlation with performance of norm

referenced achievement tests and teacherreferenced achievement tests and teacherjudgments of quality at the elementaryjudgments of quality at the elementary

levelslevels

Sensitive to student growth in writtenSensitive to student growth in written

expression across 10 and 16 week periodsexpression across 10 and 16 week periods

(Tindal & Marson 1990)(Tindal & Marson 1990)


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EXAMPLE: A PRACTICEEXAMPLE: A PRACTICE

OPPORTUNITYOPPORTUNITY

PROMPT: Many boys and girls enjoyPROMPT: Many boys and girls enjoyplaying the same sports. Do you think thatplaying the same sports. Do you think thatboys and girls should be on the sameboys and girls should be on the sameteams?teams?

Boys and Girls on the Same Team?Boys and Girls on the Same Team?

In sirtin situations boys and girls shoud beIn sirtin situations boys and girls shoud beable to play on the same sports team.able to play on the same sports team.

Things that factor in to the decishun are:Things that factor in to the decishun are:age, size, and skill of the child. If a boy orage, size, and skill of the child. If a boy orgirl was togirl was to bigbig it may not be save.it may not be save.

Total Words Written = 46Total Words Written = 46


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YOUR TURN.YOUR TURN.


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QUESTIONS WHICH MAYQUESTIONS WHICH MAY

EMERGEEMERGE

Does it matter if it is cursive or print?Does it matter if it is cursive or print? May students cross out while writing insteadMay students cross out while writing instead

of erasing?of erasing? Do hyphenated or compound words with aDo hyphenated or compound words with a

space in between the words, count as onespace in between the words, count as oneor two words?or two words?

ie. by-passie. by-pass Do non-open compound words written withDo non-open compound words written with

a space between the syllable count as twoa space between the syllable count as twowords?words?

ie. drive wayie. drive way Does an abbreviation count as one word?Does an abbreviation count as one word?


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SETTING FLUENCY GOALSSETTING FLUENCY GOALS

Total written words less than 20, aim forTotal written words less than 20, aim for

doubling by the end of the yeardoubling by the end of the year

Between 25-30, aim for 50% increaseBetween 25-30, aim for 50% increase

Between 35-45, aim for 25% increaseBetween 35-45, aim for 25% increase

Greater than 50 total written words, selectGreater than 50 total written words, select

another goalanother goal

(Deno, Mirkin, & Wessen/Parker & Tindal)(Deno, Mirkin, & Wessen/Parker & Tindal)


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WHAT TO EXPECTWHAT TO EXPECT

Anticipate a 1 to 1.5 gain per month for totalAnticipate a 1 to 1.5 gain per month for total

words written per 3 minuteswords written per 3 minutes

Refer to local school district norms forRefer to local school district norms forwritten expression if availablewritten expression if available

(Santoro Edwards, Campbell, Spadafore(Santoro Edwards, Campbell, Spadafore2005)2005)


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Writing Fluency Norms

Words Written Per 3 Minutes.Grade Ranks Fall Winter Spring

1 75 7 17 20

50 4 13 16

25 3 8 11

2 75 27 33 38

50 21 25 28

25 14 18 223 75 41 48 50

50 33 41 42

25 27 34 33


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Writing Fluency Norms

Words Written Per 3 Minutes.

Grade Ranks Fall Winter Spring

4 75 53 57 60

50 45 48 57

25 36 40 39

5 75 60 65 69

50 51 55 57

25 43 45 45

Shapiro, 2001

assessing writing fluency-tw

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