In response to increasing data-based decision making in schools comes increased responsibility for educators to consider measures of academic achievement in terms of their reliability, validity and practical utility. The focus of this paper is on the assessment of spelling. Among the methods used to assess spelling competence, tasks that require the production of words from dictation, or the proofreading and editing of spelling errors are common. In this study, spelling achievement data from the National Assessment Program - Literacy and Numeracy (NAPLAN) Language Conventions Test (a proofreading and editing based measure) and the Components of Spelling Test (CoST) (a dictation based measure) were examined.
|Number of pages||18|
|Journal||Australian Journal of Language and Literacy|
|Publication status||Published - 2017|