Abstract
Assessment and evaluation are key aspects of teaching and instruction, which serve to promote
learning through better planning. The procedures should be robust and be able to depict the grey
areas for later reviews. Writing as an integral component of literacy, deals with convention and
purpose – essentials that need to be incorporated in children to develop them into quality writers.
Writing evaluation has been catered on holistic grounds for much of the time however, for novice
and challenged writers some analytical criterion has been proposed in literature. The present study
was designed to develop a scientific and analytical tool for the evaluation of writing skills of the
deaf that have been identified as struggling writers. Keeping in view the challenges of a typical
Pakistani teacher of the deaf, the researcher aimed to develop an analytical tool for writing
assessment. The population comprised deaf students studying in public sector schools in Lahore
district. The sample comprised 20 students of elementary grades through convenient random
selection. The developed tool having analytical qualities had an internal consistency (Cronbach’s
Alpha score) of .71. Conducted through a pre-post research design, the tool, when applied to the
sample yielded better post-test scores in all three areas of planning, translating and reviewing, the
sub variables of which included spelling, mechanics, ability to revise/ evaluate, coherence,
cohesiveness, generation and organization of ideas, identifying its efficacy in terms of writing
evaluation.
Munawar Malik, Naseer ud Din. (2019) Writing Skills Development among Students with Deafness at Elementary Level, Bulletin of Education & Research, Volume 41, Issue 1.
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