The influences of construct, writer, assignment, and rater variables on the evaluation of handwriting products are examined. The instructional applicability of handwriting scales also is investigated. Relevant information on validity, reliability, and instructional utility is presented and discussed. Handwriting scales generally do not provide an adequate means of determining competence, individualizing instruction, or monitoring progress. Recommendations for improving the reliability and validity of handwriting assessment are outlined.
ASJC Scopus subject areas
- Developmental and Educational Psychology