Assessment of Written Expression for Students in Compensatory and Special Education Programs

Abstract

This study used eight methods to objectively score 6-minute writing samples from students in compensatory and specialized educational programs. Each sample was also evaluated subjectively by four trained judges, using a holistic judgment of communicative effectiveness. Direct counts were made of the number of words: (a) written, (b) written legibly, (c) spelled correctly, (d) written in correct sequence, and (e) written in continuous correct sequences (averaged over sequences). Secondary calculations produced the percentage of words: (a) written legibly, (b) spelled correctly, and (c) written in correct sequence. In both a cluster analysis and factor analysis of the eight measures, two factors were identified, with the first four measures clustering together (representing a production-dependent factor) and the latter four measures clustering together (reflecting a production-independent factor). Regression of holistic ratings on objective scores produced moderately strong results for two production-independent indices—percentage of words correctly spelled and percentage of words correctly sequenced. The production-independent factor scores were much stronger predictors of holistic ratings than were production factor scores, but were weaker than each of the two strongest individual predictors.

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