Informal and Qualitative Assessment of Writing Skills in Students with Disabilities

Autor/in	Miller, Lynda
Titel	Informal and Qualitative Assessment of Writing Skills in Students with Disabilities
Quelle	In: Assessment for Effective Intervention, 34 (2009) 3, S.178-191 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508408318806
Schlagwörter	Writing Improvement; Grade 6; Elementary Secondary Education; Student Evaluation; Written Language; Evaluation Methods; Evaluation Criteria; Special Education; Diagnostic Tests; Writing Instruction; Writing Tests; Educational Assessment; Writing Evaluation; Writing Processes; Writing Skills; Standardized Tests; Alternative Assessment; Test Selection + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Schulnote; Studentische Bewertung; Geschriebene Sprache; Special needs education; Sonderpädagogik; Sonderschulwesen; Diagnostic test; Diagnostischer Test; Schreibunterricht; Writing test; Schreibtest; Education; assessment; Bewertungssystem; Writing skill; Schreibfertigkeit; Standadised tests; Standardisierter Test; Testauswahl
Abstract	While formal, standardized assessment instruments provide valuable and necessary information about students' various abilities and skills, the use of informal and qualitative assessment approaches has the benefit of leading directly to instruction based squarely on an individual student's needs, strengths, and existing skills. This article describes a series of assessments that teachers can use to evaluate their students' writing abilities, knowledge, and goals. The assessments are described in the context of ongoing instruction and are accompanied by examples from the procedures used with a sixth-grade student. (Contains 5 tables and 12 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10