Writing Assessment and Intervention Master Course
Master Class Series, 6-hours
Course Description
Part 1
This part of the course reviews sources of variance in writing that can impact writing assessment outcomes, principles of designing strong writing prompts and rubrics, some unique rubrics to evaluate writing development and performance, and the levels of language assessment framework used to align assessment results with specific areas of instruction and intervention.
Part 2
This part of the course addressed some of the most impactful ways educators can help improve students’ writing, including developing genre knowledge, explicit vocabulary instruction, manipulation of syntax, fostering linguistic awareness to support spelling
Part 3
This part focuses on how to identify strengths and weaknesses in written language samples by conducting written transcription analyses. The speaker discusses how to assess written language skills of children and adolescents with developmental language disorders at the word, sentence, and discourse levels. The speaker also highlights how to observe and identify the cognitive, linguistic, and motor skills that need improvement for a student to engage successfully in the writing process.
CEUs/Hours Offered
ASHA: 0.6 ASHA CEUs,
Intermediate
CA SLPAHB: 6 hrs
CMH: 6 hrs
About the Presenters
Gary Troia, PhD
Bio and Disclosures
Anthony D. Koutsoftas, PhD, CCC-SLP
Bio and Disclosures
Learning Outcomes
identify the three main sources of variation in writing assessment outcomes
Summarize the key characteristics of high quality writing prompts and rubrics
Identify at least one linguistic measure of writing at each level of language and how the measure relates to specific intervention targets.
Odentify at least one instructional procedure for each of the topics covered: genre knowledge, vocabulary, syntax, spelling, and writing
Complete a word study activity and a semantic features analysis activity to be able to demonstrate understanding of varied vocabulary and spelling instruction tactics.
Summarize instructional foci, key instructional procedures, and appropriate adaptations when implementing intervention for writing.
Differentiate the writing process from the final written product, and describe how to observe cognitive, linguistic, and motor skills in children and adolescents needed to write
Conduct a written language sample analysis for baseline data purposes that describes written language output at the word, sentence, and discourse levels
Satisfactory Course Completion Requirements
This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.
Agenda
5 mins – Disclosures, Introduction
25 mins – Objectives:
- Participants will be able to identify the three main sources of variation in writing assessment outcomes.
- Participants will be able to summarize the key characteristics of high quality writing prompts and rubrics.
3. Participants will be able to identify at least one linguistic measure of writing at each level of language and how the measure relates to specific intervention targets.
50 mins – Methodology: principles of designing strong writing prompts and rubrics; rubrics to evaluate writing development and performance, and the levels of language assessment framework used to align assessment results with specific areas of instruction and intervention.
30 mins – Recommendations: considerations for special populations, adverse impact on education
10 mins – Q&A
5 mins – Disclosures, Introduction
25 mins – Objectives:
- Participants will be able to identify at least one instructional procedure for each of the topics covered: genre knowledge, vocabulary, syntax, spelling, and writing.
- Participants will complete a word study activity and a semantic features analysis activity to be able to demonstrate understanding of varied vocabulary and spelling instruction tactics.
- Participants will be able to summarize instructional foci, key instructional procedures, and appropriate adaptations when implementing intervention for writing.
50 mins – Methodology: developing genre knowledge, explicit vocabulary instruction, manipulation of syntax, fostering linguistic awareness to support spelling, and writing.
30 mins – Recommendations: considerations for special populations, adverse impact on education
10 mins – Q&A
15 mins – Disclosures, Introduction
60 mins – objectives
- Describe the importance of obtaining a written language sample from children and adolescents
- Differentiate the writing process from the final written product, and describe how to observe cognitive, linguistic, and motor skills in children and adolescents needed to write
- Conduct a written language sample analysis for baseline data purposes that describes written language output at the word, sentence, and discourse levels
30 mins – Review of recommended methodology and strategies
15 mins – Q&A
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