Response 1

Generally, assessing writing is referred journal giving room for ideas, research and practice on assessing written language. It is often conducted to give feedback to students, which is vital to writing development. There are two types of assessment methods which are formal and informal. The formal assessment methods produce quantifiable data that can be compared with established criteria. They include questionnaires, inventories, standardized tests, rubrics, checklists, and rating scales. Consequently, the informal method involves nonstandardized instruments that yield qualitative data and depend on clinical judgment as to the foundation of results like clinical interviews. Despite the assessment methods, learners are often different when it comes to grasping knowledge. To accommodate the diverse learners, several adaptations should be made. The adaptation should be made in the learning environments, instructional material, content delivery technique, modification task demand and fundamental writing tasks (Shabani & Panahi, 2020). For example, instructional time should be increased in the learning environment, a quiet and comfortable environment should be provided, and access to writing tools should also be provided.  The instructional material should also include highlighting keywords, simplifying writing prompts, language, personalized spelling lists, and pencil grips for earners.

Response 2

Generally, assessment is the most crucial part of writing. It involves research, analysis and assessment of the written language for feedback to the students. As a result, several professionals have invented various methods of assessing writing. The most prominent method is the use of a rubric. The list of items presented on the rubric varies from the state-mandated writing standards to personal items relevant to an assignment (Shabani & Panahi, 2020). Other methods of assessing writing are checklist, rating scale, questionnaire, standardized test and inventories. The student’s self-assessment of writing helps provide them with an essential checklist that will be used to review their work. Another helpful method of assessment is direct assessment. The method involves taking the learner’s work that they have done as part of the curriculum. Afterward, the teacher critically analyzes the work to determine its relevance, validity, and reliability. The feedback from assessment often shows a variance in learners, thus indicating that the learners are diverse in their capabilities. For all the learners to be accommodated, teachers should provide help in adaptation. This adaptation should be provided in the classroom environment, teaching methods, primary writing tasks, materials used for instructions, and balances in task requirements (Shabani & Panahi, 2020).  An example of adaptation in the teaching strategy is the repetition of writing skills and strategies.  Extra work designed to reinforce the writing skill should also be provided. Additionally, in modifying task commands, the time assigned for task completion should be added, and written assignments should not be complex.