{'fraction_non_alphanumeric': 0.029465930018416207, 'fraction_numerical': 0.019337016574585635, 'mean_word_length': 5.038888888888889, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
A Comparison of the Spontaneous Writing Quotient of the Test of Written Language (3rd ed.) and Teacher Ratings of Writing Progress

The third edition of the Test of Written Language (TOWL-3; Hammill & Larsen, 1996) is among the most commonly used writing assessment instruments, but research on this tool is somewhat limited. Given the recent emphasis on aligning assessment with the general curriculum, and the need for additional research, the current study compared the Spontaneous Writing Quotient (SWQ) of the TOWL-3 to teacher ratings of progress in the local writing curriculum. Hammill and Hresko (1994) conducted a similar study, but with only 76 students. The current sample of 147 third-and fifth-grade students from one school district in Michigan revealed corrected coefficients that ranged from .39 to .48. These were consistent with previous research, but offered only low to moderate support for the criterion-related validity relative to the local curriculum, and reinforced the need to examine the appropriateness of the TOWL-3 given the district's writing curriculum.