Valid Assessment of Writing and Access to Academic Discourse

One way to improve students' access to and retention in post-secondary degree programs is to assess their readiness for such programs accurately. To place deaf and hard-of-hearing students in preparatory courses and to determine their readiness for degree programs more accurately, a direct meas...

Full description

Saved in:
Bibliographic Details
Published inJournal of deaf studies and deaf education Vol. 2; no. 2; pp. 71 - 77
Main Authors Albertini, John A., Bochner, Joseph H., Dowaliby, Fred, Henderson, Janette B.
Format Journal Article
LanguageEnglish
Published United States Oxford University Press 01.04.1997
Subjects
Basic writing
College students
Deaf education
Educational testing
Empirical Articles
Freshman composition
Language proficiency
Universities
Writing skills
Writing tests
Written composition
Online AccessGet full text

Cover

More Information
Summary:One way to improve students' access to and retention in post-secondary degree programs is to assess their readiness for such programs accurately. To place deaf and hard-of-hearing students in preparatory courses and to determine their readiness for degree programs more accurately, a direct measure of writing was developed for deaf and hard-of-hearing students at a large technical university. The purpose of this study was to estimate the concurrent and predictive validity of this measure. The Test of Written English (Educational Testing Service, 1992) served as the criterion in the concurrent validity study, and student success in the university's gateway freshman composition course served as the criterion in the predictive validity study. Results provide evidence of the concurrent and predictive validity of the measure, supporting its use for course placement and early planning purposes.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:1081-4159
1465-7325
DOI:10.1093/oxfordjournals.deafed.a014314