A Feasibility Study in Virtual Assessment Procedures of a Sentence-Writing Probe for Use With Intermediate-Grade Students

IF 1.8 4区医学 Q1 LINGUISTICS

Topics in Language Disorders Pub Date : 2023-10-01 DOI:10.1097/tld.0000000000000322

Karissa J. Marble-Flint, Anthony D. Koutsoftas

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Abstract

This article reports on the development and initial feasibility of virtual assessment procedures for a sentence-writing probe for remote instructional purposes with intermediate-grade students. The study included a sample of 15 intermediate-grade children. The sentence-writing probe was administered through video conferencing software, an innovation of the times, across three sessions separated by 2 weeks. Scores derived from sentence probes included total number of words, a sentence accuracy score, and a word accuracy score, which were compared across time points. Results indicated no statistically significant differences across time points for the entire sample for all measures except the total number of words at Time 2. Measures obtained from the sentence-writing probe were significantly correlated with standardized measures of oral language. Findings from this study support the proof of concept that virtual assessment procedures can be used to assess sentence-level writing in intermediate-grade students. Future directions are provided regarding the utility of remote instruction for assessment purposes, the types of scores derived from measures, and future plans to scale up the assessment for use in research studies and as a curriculum-based evaluation tool.

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中学生句子写作探针虚拟评价程序的可行性研究

本文报告了用于中年级学生远程教学的句子写作探针虚拟评估程序的开发和初步可行性。该研究包括15名初中学生。这次的写作测试是通过视频会议软件进行的，这是一个时代的创新，分三个阶段进行，间隔两周。从句子探针得到的分数包括单词总数、句子准确性分数和单词准确性分数，这些分数在不同的时间点进行比较。结果表明，除了时间2的总字数外，整个样本在所有时间点上都没有统计学上的显著差异。从句子写作探针中获得的测量值与口语的标准化测量值显著相关。本研究的结果支持了虚拟评估程序可用于评估中级学生句子水平写作的概念证明。未来的发展方向是关于评估目的的远程教学的效用，从测量中得出的分数类型，以及扩大评估用于研究和作为基于课程的评估工具的未来计划。

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来源期刊

Topics in Language Disorders Multiple-

CiteScore

3.50

自引率

0.00%

发文量

期刊介绍： Topics in Language Disorders (TLD) is a double-blind peer-reviewed topical journal that has dual purposes: (1) to serve as a scholarly resource for researchers and clinicians who share an interest in spoken and written language development and disorders across the lifespan, with a focus on interdisciplinary and international concerns; and (2) to provide relevant information to support theoretically sound, culturally sensitive, research-based clinical practices.