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Professional Development Course on Catering for Diversity in English Language
TeachingENG5316
Assessing Diversity in English Language Learning
Session 4Assessing spelling,
handwriting and written expression
Prepared by YANG, Chi Cheung Ruby, Department of English, HKIEd
Nature of Written Language
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Written language involves the linking of language, thought and motor skills.
Learner Factors that Influence Reading and/or Writing Performance
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Prior content knowledgeAttitudes and motivationAcquisition of language competencePhysical developmentAttention, perception, and memory
(Lipson & Wixson, 2009)
Written Language AssessmentWork Sample Analysis
It involves reviewing students’ classwork and homework.
It is useful to:analyze work samples from different
subject areascompare the student’s work samples
from earlier in the school year with the current samples in order to note progress (or regression) (Spinelli, 2006)
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Written Language AssessmentObservation
Observations should be made when the student is:copying from texts on the deskcopying from the boardwriting compositions
Areas of focus:PostureHandednessGrip of the writing instrumentQuality and speed of writing
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Written Language Assessment
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Checklist for Observing
Writing Habits
Written Expression AssessmentWritten Expression Error Analysis
Teacher can select from various writing samples, including in-class and homework assignments.
Identify the types and patterns of the errors
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Written Expression AssessmentDiagnostic Inventory
A comprehensive inventory that assesses the student’s written language skills in specific areas (Spinelli, 2006).
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Diagnostic Inventory
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Spelling Assessment
Spelling Error AnalysisTypes of spelling errors:
Letter additionsLetter omissionsLetter substitutionsLetter reversalsLetter transpositions
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Task 1
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Based on the writing sample provided, try to identify the types of spelling errors made by the student.
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Spelling AssessmentSpelling Demons
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Spelling Assessment
Spelling DemonsCertain words are commonly misspelled
by general population.The 100 commonly misspelled words
are known as spelling “demons”.
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Spelling Assessment
Dictated Spelling TestsWords selected from any graded word
list and students’ performance indicates their spelling grade level.
Instructional level:75-90% accuracy
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Spelling AssessmentInformal Spelling Inventory
It is used to determine the approximate grade-level proficiency for spelling words (in isolation).
Teachers can construct their own informal spelling inventory (of about 20 words).
The list of words is dictated to the student.Adequate mastery:
90-100% correctInstructional level:75-89% correct
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Spelling Assessment
Diagnostic Spelling InventoryIt can help to
determine which specific skills need further evaluation.
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Spelling Flow List
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Spelling Flow ListTo administer fewer words and closely
monitor progress toward mastery, teacher selects several key words and assesses them three days in a row.
If the word is spelled correctly three days in a row, proficiency is assumed.
To check long-term mastery, the teacher dictates the word again one week later.
Once mastery is achieved, more words will be added to the spelling mastery list (Spinelli, 2006).
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Phonemic Awareness Spelling AssessmentTo determine whether students have
phonemic awareness, the teacher asks them to spell words that they do not already know.
Because they have not learned to spell these words, they must rely on invented spelling (Spinelli, 2006).
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Administering the Phonemic Awareness AssessmentTeacher calls out each word at least
twice (or as many times as the student requests).
The teacher tells the student to spell each word as best he/she can, writing each sound he/she hear in the words.
Then compare the number of letters written to the phonemes in the word.
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Interpretation for the Phonemic Awareness AssessmentStudents who consistently write three or
four letters:Have some ability to segment phonemes
Students who write only one or two reasonable letters per word:Beginning to segment phonemes
Students who write nothing / string together letters indiscriminately:Have not learned to segment phonemes
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Handwriting Assessment
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Prerequisite skills for handwriting:Muscular controlEye-hand coordinationVisual discrimination
How can teachers assess students’ prerequisite skills for handwriting?
Handwriting Assessment
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Handwriting legibilityThe clarity and readability of handwriting
FluencyThe rate of written production
Handwriting Assessment
26Checklist of Handwriting Skills
Handwriting Assessment
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Handwriting Error AnalysisMisdirection of lettersExcessive slantPoor spacingMessinessMisalignmentExcessive or insufficient amount of
pencil pressure
Task 2
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Based on the writing sample provided, try to identify the handwriting errors made by the student.
Handwriting Assessment
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Analysis of Handwriting Errors
Handwriting Assessment
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Rating Scale: Zaner-Bloser Evaluation ScaleAssessment of students’ handwriting
based on samples provided for comparison.
A separate rate scale is available for printed and cursive writing.
Handwriting Assessment
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Handwriting Assessment
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Handwriting Assessment
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Rating Scale: Zaner-Bloser Evaluation Scale
Handwriting Assessment
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Rating Scale: Zaner-Bloser Evaluation ScaleRatings can also be made more
objective by considering the five major handwriting skills: shape, slant, spacing, size and smoothness.
Each is judged as either Satisfactory or Needs Improvement.
Handwriting Assessment
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Rating Scale: Zaner-Bloser Evaluation ScaleExcellent: All the five factors are
satisfactoryGood: Four of the five factors are
satisfactoryAverage: Three factors are satisfactoryFair: Two satisfactory areasPoor: One satisfactory area
Task 3
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Based on the writing sample provided, try to assess the student’s handwriting using the Zaner-Bloser Evaluation Scale.
Handwriting Assessment
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ObservationIt is important to consider not only the
legibility of the student’s writing but also the speed.
Speed can be assessed by asking the student to copy a passage (of 100 words) and time how long it takes the student to complete the copying (McLoughlin & Lewis, 2008).
Handwriting Assessment
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ObservationHow is the student seated?In what position is the student’s paper?Does the student grip the pen or pencil
too tightly?Does the student write with the right or
left hand?When the student writes, does he/she
move the entire hand smoothly across the page or just move the fingers in an attempt to draw each letter?
Handwriting Assessment
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ObservationDoes the student exert a great deal of
pressure on the paper?If writing with a pencil, does the
student break pencil points frequently?How often does the student erase or
cross out mistakes?What is the size of letters (too small or
too large)?What is the proportion of one letter or
word to another?
Handwriting Assessment
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ObservationHow about the slant of words (too much or
irregular)?What is the letter formation (e.g. poor circles
or straight lines, lines disconnected, etc.)?How about letter alignment (off the line,
etc.)?What is the speed of the student’s writing
(too fast or too slow)?Does the student have difficulty copying
from the board or from a text on the desk? (vision problem)
Assessing Written Products
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Evaluation of written language using the student’s actual work products.
Issacson (1988) suggested that fluency, content, convention (including spelling and handwriting) and vocabulary should be evaluated.
Salvia and Hughes (1990) suggested that the two major areas of content and style should be evaluated. In the area of style, errors might be
located in grammar, mechanics (e.g. punctuation and capitalization), and word usage.
Assessing Written Products
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References
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Issacson, S. (1988). Assessing the writing product: Qualitative and quantitative measures. Exceptional Children, 54(6), 528-534.
Lipson, M. Y. & Wixson, K. K. (2009). Assessment and instruction of reading and writing difficulties: An interactive approach (4th ed). Boston, Mass.: Pearson Education.
McLoughlin, J. A. & Lewis, R. B. (2008). Assessing students with special needs (7th ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.
Salvia, J. & Hughes, C. (1990). Curriculum-based assessment: Testing what is taught. New York: Macmillan.
Spinelli, C. G. (2006). Classroom assessment for students in special and general education (2nd ed.). Upper Saddle River, N.J. : Pearson/Merrill/Prentice Hall.
