A Feasibility Study in Virtual Assessment Procedures of a Sentence-Writing Probe for Use With Intermediate-Grade Students

Abstract

This article reports on the development and initial feasibility of virtual assessment procedures for a sentence-writing probe for remote instructional purposes with intermediate-grade students. The study included a sample of 15 intermediate-grade children. The sentence-writing probe was administered through video conferencing software, an innovation of the times, across three sessions separated by 2 weeks. Scores derived from sentence probes included total number of words, a sentence accuracy score, and a word accuracy score, which were compared across time points. Results indicated no statistically significant differences across time points for the entire sample for all measures except the total number of words at Time 2. Measures obtained from the sentence-writing probe were significantly correlated with standardized measures of oral language. Findings from this study support the proof of concept that virtual assessment procedures can be used to assess sentence-level writing in intermediate-grade students. Future directions are provided regarding the utility of remote instruction for assessment purposes, the types of scores derived from measures, and future plans to scale up the assessment for use in research studies and as a curriculum-based evaluation tool.