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Journal of Deaf Studies and Deaf Education 1:3 1996
© 1996 Oxford University Press

Validity of Indirect Assessment of Writing Competency for Deaf and Hard-of-Hearing College Students

Gerald P. Berent1,, Vincent J. Samar1, Ronald R. Kelly1, Rusti Berent2, Joseph Bochner3, John Albertini3 and Jeannee Sacken3

1National Technical Institute for the Deaf, Rochester Institute of Technology
2University of Rochester
3National Technical Institute for the Deaf, Rochester Institute of Technology

Indirect tests of writing competency are often used at the college level for a variety of educational, programmatic, and research purposes. Although such tests may have been validated on hearing populations, it cannot be assumed that they validly assess the writing competency of deaf and hard-of-hearing students. This study used a direct criterion measure of writing competency to determine the criterion validity of two indirect measures of writing competency. Results suggest that the validity of indirect writing tests for deaf and hard-of-hearing baccalaureate-level students is weak. We recommend that direct writing tests be used with this population to ensure fair and accurate assessment of writing competency.

Correspondence should be sent to Gerald P. Berent, Department of Applied Language and Cognition Research, National Technical Institute for the Deaf, Rochester Institure of Technology, 52 Lomb Memorial Drive, Rochester, NY 14623-5604.


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