Assessing Students with Special Needs Chapter 15

The assessment instrument in which spelling skills are evaluated by a multiple-choice test is the

• Test of Written Spelling–5

• WRAT–4

• PIAT–R/NU

• Test of Written Language–4

A rating scale designed to evaluate handwriting skills is the

• Zaner-Bloser Evaluation Scales

• TWS–5

• PSLT

• Test of Adolescent Language–4

Tags

CCSS.RF.5.3A

CCSS.RF.5.4B

CCSS.RF.5.4C

CCSS.RI.6.10

CCSS.RL.6.10

Which skill area is usually not included in tests of written language?

• Everyday writing skills

• Handwriting

• Spelling

• Composition

Tags

CCSS.RF.5.3A

CCSS.RI.6.10

CCSS.RI.7.10

CCSS.RL.6.10

CCSS.RL.7.10

Error analysis in writing is most valuable for identifying all of the following areas of need except

• Handwriting

• Vocabulary

• Spelling

• Punctuation

The TOAL–4 is not

• a norm-referenced test

• appropriate for primary grade students

• used to assess listening skills

• useful for comparing performance across a range of different language functions

Tags

CCSS.RI.5.7

CCSS.RI.6.7

CCSS.RI.7.7

CCSS.RL.5.7

CCSS.RL.6.7

The major areas of importance in written language assessment are

• decoding and comprehending symbol systems

• mechanics and handwriting

• spelling, handwriting, and composition

• composition and communication

Tags

CCSS.RF.5.3A

CCSS.RF.5.4B

CCSS.RF.5.4C

CCSS.RI.6.10

CCSS.RL.6.10

The act of writing differs from speech because

• speech is a social act and writing is solitary

• speech is expressive and writing is receptive

• writing requires greater gross motor control

• writing precedes reading

Composition is a process that involves a series of steps. The steps are

• scribbling, printing, cursive writing

• drawing, scribbling, penmanship

• planning, transcribing, revising

• input, planning, output, debugging

Tags

CCSS.RI.5.3

CCSS.RI.5.5

CCSS.RI.6.3

CCSS.RI.6.5

CCSS.RI.7.3

When evaluating a classroom program for teaching written language skills, it is important that

• the subskills of writing, such as spelling, vocabulary, and composition should be taught in an integrated manner, not separately.

• the students keep journals in which they write everyday.

• the subskills of writing, such as spelling, vocabulary, and compostition should be taught separately.

• students be exposed to a broad range of writing tasks.

It is best to conduct a clinical writing interview

• when the student is planning his or her composition

• while the student is writing

• after the student has finished writing

• when the composition has been graded and returned to the student