Simple ways to assess deaf or hard-of-hearing students' writing skills

Journal/Book: Volta Rev. 1996; 98: 3417 Volta Place NW, Washington, DC 20007. Alexander Graham Bell Assoc for the Deaf. 183-199.

Abstract: Ongoing writing assessment is an integral part of effectively teaching writing to students who are deafer hard of hearing. Curriculum-based assessments can be used to assess the writing process and product and also should take purpose into account. Teachers can assess students' writing processes through observational and self-observational checklists. Teachers can evaluate writing using five product factors: fluency, content, conventions, syntax, and vocabulary. Writing samples also should be assessed across a variety of purposes for a complete picture of writing performance in different text structures and genres. These simple classroom measures can fulfill various assessment functions, including identifying strengths and weaknesses, planning instruction, evaluating instructional activities, giving feedback, monitoring performance, and reporting progress.

Note: Article Isaacson SL, Portland State Univ, Portland,OR 97207 USA

Keyword(s): WRITTEN LANGUAGE; IMPAIRED CHILDREN

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