Permission was sought from the authors to adapt the THS—R test booklet to include writing lines. Therefore, the purpose of this study was to provide more definitive information on whether a widely used assessment of visual—motor skills, the VMI, is appropriate for use as an outcome measure for handwriting interventions.
Demographic Characteristics of the Sample at Baseline Characteristic. Scoring guidelines are provided in the manual Reismann, Method Research Design This study was part of a larger study designed to investigate the effect of the Size Matters Handwriting Program SMHP on handwriting legibility in kindergartners, first graders, and second graders.
In a more recent study by Howe et al. Significant changes in VMI scores were noted in the typically developing students involved in this study Bazyk et al. Slightly less than half of the sample, ranging between Results Demographics Of the children in the study, 55 Two well-established handwriting measures and the VMI were administered pre- and postintervention.
Abstract We determined whether a widely used assessment of visual—motor skills, the Beery—Buktenica Developmental Test of Visual—Motor Integration VMIis appropriate for use as an outcome measure for handwriting interventions.
Accuracy in letter size was defined as having letter line contours touch the writing lines without projecting under or over them. Results of this study suggest that the VMI may not detect changes in handwriting related to occupational therapy intervention.
Also, if a test is valid, it is almost always reliable. Procedures Institutional review board approval was obtained, as well as consent from the parents of all participants. The item Short Form was used in this study because it is designed for use with children ages 2—7 yr.
The children were all between 5 and 8 years old. Test—retest reliability for legibility is. McGarrigle and Nelson found that the VMI was not sensitive in detecting change in visual—motor coordination after a 6-wk occupational therapy intervention.
A single occupational therapist scored all VMI assessments to ensure interrater consistency. Because our sample population included students who were 5 years old, the tables referenced were for the youngest norms available, that is, age 6.
It was administered in a group format in the classroom. Test of Handwriting Skills—Revised. Interrater reliability ranges from.
The THS—R was selected because it is a widely used handwriting assessment in school-based practice. For kindergarten students, only those subtests that assessed uppercase letters were administered; for first-grade students, subtests assessing lowercase letters were administered; and for second-grade students, subtests assessing both upper- and lowercase letters were administered.
Simple yet common writing tasks were chosen to minimize confounding variables to establish content validity. All scorers participating in this study were required to watch a 2-hr training video before they were deemed qualified to assess the nuanced differences between printed letters that would earn a score of 0, 1, 2, or 3.
There are three ways in which validity can be measured. Paired and independent-samples t tests were used to analyze group differences. More comprehensive demographic information by grade is presented in Table 1.looked at the reliability and validity of childrens performance task measures in evaluating preschool and kindergarten students literacy and math skills.
Jorie Quinn, Ed.D. Dr.
Quinn is a research coordinator at the National Institute for Early. Credibly assessing reading and writing abilities for possibility that informal reading and writing assessment results alone could be used to make more Therefore, studies are needed to address these critical issues of reliability and validity of data from direct assessment.
Jun 23, · The MHA is a popular norm-referenced assessment of manuscript writing. Interrater reliability ranges from to, and intrarater reliability ranges between and Test–retest reliability for legibility is; for alignment and size, it.
The assessment of writing ability has recently recevied much attention from educators, legislators, and measurement experts, especially because the writing of students in all disciplines and at all educational levels.
North Carolina K-2 Literacy Assessment Introduction The NC K-2 Literacy Assessment is intended to assess the reading and writing skills of students in kindergarten, first, and second grade.
It is intended to be a process for formative, interim/benchmark, and summative assessment. The use of scoring rubrics: Reliability, validity learning is less inﬂuenced by this call for high levels of reliability but the assessment still needs to be valid.
Since and Educational Assessment over Assessing writing.Download