High-Leverage Writing Assessment Practices for the Busy Educator

High-Leverage Writing Assessment Practices for the Busy Educator
Dr. Gary Troia

In this presentation, Dr. Troia reviewed sources of variance in writing that can impact writing assessment outcomes, principles of designing strong writing prompts and rubrics, some unique rubrics to evaluate writing development and performance, and the levels of language assessment framework used to align assessment results with specific areas of instruction and intervention.    

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Gary A. Troia is an associate professor of Special Education at Michigan State University. Prior to receiving his doctorate from the University of Maryland in 2000, he worked 10 years in the public schools as a special educator and speech-language pathologist, and 6 years as a university clinical supervisor. Troia is co-editor of the journal Topics in Language Disorders and serves on the editorial boards of several top special education journals. He is the editor of the book Instruction and Assessment for Struggling Writers: Evidence-Based Practices, and lead co-editor of Putting Writing Research into Practice: Applications for Teacher Professional Development, both published by Guilford Press. With colleagues Froma Roth and Colleen Worthington, he developed a phonological awareness intervention program for young at-risk children called Promoting Awareness of Speech Sounds (PASS), published by Attainment Company. With fellow researchers Lori Skibbe and Ryan Bowles, he has developed an online phonological awareness assessment for young children with complex communication needs called ATLAS-PA. Troia has authored over 50 research papers, book chapters, and white papers and has given numerous presentations about his work in the areas of phonological processing and awareness, writing assessment and instruction, and teacher professional development in literacy. He has been awarded over $5 million in intramural and extramural grants and contracts.

  1. Participants will be able to identify the three main sources of variation in writing assessment outcomes.
  2. Participants will be able to summarize the key characteristics of high quality writing prompts and rubrics.

3. Participants will be able to identify at least one linguistic measure of writing at each level of language and how the measure relates to specific intervention targets.

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial— Dr. Troia will receive a speaking fee from the Lavi Institute/Power Up Conference. With colleagues Froma Roth and Colleen Worthington, Dr. Troia developed a phonological awareness intervention program for young at-risk children called Promoting Awareness of Speech Sounds (PASS), published by Attainment Company. With fellow researchers Lori Skibbe and Ryan Bowles, he has developed an online phonological awareness assessment for young children with complex communication needs called ATLAS-PA. 

Nonfinancial— Dr. Troia is co-editor of the journal Topics in Language Disorders and serves on the editorial boards of several top special education journals. He is the editor of the book Instruction and Assessment for Struggling Writers: Evidence-Based Practices, and lead co-editor of Putting Writing Research into Practice: Applications for Teacher Professional Development, both published by Guilford Press.

5 mins – Disclosures, Introduction

25 mins – Objectives:

    1. Participants will be able to identify the three main sources of variation in writing assessment outcomes.
    2. Participants will be able to summarize the key characteristics of high quality writing prompts and rubrics.

    3. Participants will be able to identify at least one linguistic measure of writing at each level of language and how the measure relates to specific intervention targets.

50 mins – Methodology: principles of designing strong writing prompts and rubrics; rubrics to evaluate writing development and performance, and the levels of language assessment framework used to align assessment results with specific areas of instruction and intervention.    

30 mins – Recommendations: considerations for special populations, adverse impact on education

10 mins – Q&A

Part A

Part B

ASHA CE REGISTRY Quiz and FORMS

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Accommodations. Contact Dr. Lavi (909) 724-8564 or adriana@laviinsitute.com  if you require accommodations such as video course transcripts or video captioning.

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