The Colorado Process Analysis of the Written Language of Hearing-Impaired Children assesses the semantic characteristics of expressive written language narratives prepared by beginning writers. The validity of the instrument was examined with 284 children (ages 7-21), indicating that the model does identify characteristics that are critical to the…

Sixty-three commercially-available instruments for measuring the outcomes of adult literacy programs are reviewed. Tests of basic reading, writing, and mathematics skills; oral English proficiency of English as a second language students; affective outcomes; and critical thinking are included. The instruments include paper-and-pencil tests,…

A study was conducted to investigate issues of test validation by placing them in a context. The study examined the ways in which instances of "good" and "poor" writing have been identified in the marking of part of an English writing test that is given each year to incoming Arts Faculty students at the University of Hong Kong.…

The Test of Written Language-2, for use with students ages 7-17, identifies low achievement, determines strengths and weaknesses, and documents progress. The test assesses three language components (conventional, linguistic, and conceptual) using two formats (contrived and spontaneous.) This paper describes the test's administration, scoring,…

This review of the Test of Early Written Language concludes that the test succeeds in identifying students who are below their peers in writing and in measuring long-term gains in written language achievement; but its format makes it difficult to document specific strengths and weaknesses and its reliability; and validity have not been…