Identifying Indicators of Written Expression Proficiency for Middle School Students-Reference-Cited by-同舟云学术

Identifying Indicators of Written Expression Proficiency for Middle School Students

Published:2000-10 Issue:3 Volume:34 Page:140-153
ISSN:0022-4669
Container-title:The Journal of Special Education
language:en
Short-container-title:J Spec Educ

Author:

Espin Christine¹,Shin Jongho²,Deno Stanley L.²,Skare Stacy³,Robinson Steven⁴,Benner Barb⁵

Affiliation:

1. University of Minnesota,

2. University of Minnesota

3. Signorelli & Associates, Inc.

4. Discourse Technologies, Inc.

5. Minneapolis Public Schools

Abstract

In this study we examined the reliability and validity of various growth indicators in written expression for middle school students. In addition, we examined the effects of type and duration of writing on the validity and reliability of the growth indicators. Students ( N = 112) in Grades 7 and 8 composed two story writing and two descriptive writing pieces. For each sample, students wrote for 3 and 5 minutes. The most reliable and valid predictor of student writing proficiency as measured by both teacher ratings and a district writing test was correct minus incorrect word sequences. No differences were found related to type or duration of writing.

Publisher

SAGE Publications

Subject

Rehabilitation,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/002246690003400303

Reference34 articles.

1. Curriculum-Based Measurement: The Emerging Alternative

2. Valid Measurement Procedures for Continuous Evaluation of Written Expression

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