Creating Writing Items of Graduated Complexity for Students with Significant Cognitive Disabilities

SRI authors: Kathryn Morrison

Citation

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Cameto, R., Morrison, K., & Turner, C. (2015). Creating writing items of graduated complexity for students with significant cognitive disabilities. Menlo Park, CA: SRI International.

Abstract

This paper presents: (1) a design methodology for improving the validity of inferences about the performance of students with significant cognitive disabilities on large-scale ELA writing assessments; (2) an overview of the ECD and UDL frameworks used to guide the item writing effort; (3) an overview of the graduated complexity approach used to design items at four levels of complexity in writing; (4) the prioritized academic content that is the basis for the assessment framework; and (5) a description of the task templates and refinements related to project item reviews and studies.

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