Banca de QUALIFICAÇÃO: MARIA ELIZABETH JOB DE VASCONCELOS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MARIA ELIZABETH JOB DE VASCONCELOS
DATE: 18/11/2025
TIME: 10:00
LOCAL: Plataforma Google Meet
TITLE:

DEVELOPMENT OF A WRITING ASSESSMENT TOOL FOR CHILDREN AND ADOLESCENTS

KEY WORDS:

Writing, Validation, Written language, Assessment instruments.

PAGES: 48
BIG AREA: Ciências da Saúde
AREA: Fonoaudiologia
SUMMARY:

Introduction: Writing is a complex skill that involves the integration of cognitive, linguistic, motor, and social aspects. It develops progressively throughout childhood, reaching full maturity in adolescence. It involves different domains, such as handwriting, spelling, and textual production. Considering the social and academic impact that difficulties in the process of acquiring writing skills can generate, this skill has been widely studied by different fields of expertise, with the aim of understanding its development and improving forms of assessment and intervention. Objective: To develop and verify the content validity of a writing assessment tool for children and adolescents, applicable in clinical and educational contexts. Methodology: This dissertation was divided into two articles, the first of which is a scoping review guided by the principles of the Joanna Briggs Institute (JBI) and following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR), with the aim of mapping writing assessment instruments for children and adolescents in clinical and/or educational contexts. The search was conducted in the Education Resources Information Center (ERIC), Embase, Latin American and Caribbean Health Sciences Literature (LILACS), PsycINFO, PubMed/Medline, Scopus, and Web of Science databases and in the gray literature source “Google Scholar.” The second article aims to construct and verify the validity of a writing assessment instrument that covers its different domains, based on the gaps identified in the literature, through the analysis of 15 judges and the calculation of the Content Validity Index (CVI) and Item Content Validity Index (ICVI). Results: The search conducted in the seven databases and gray literature resulted in 12,477 records. After removing duplicates, 7,826 studies proceeded to the screening of titles and abstracts, conducted by four reviewers in a blind and independent manner on the Rayyan® platform. At this stage, 6,415 records that did not meet the eligibility criteria were excluded. Potentially eligible studies are being fully analyzed for data extraction and systematization regarding the characteristics of the identified instruments, including target population, application context, format, and domains assessed (spelling, handwriting, and textual production). Conclusion: The results of article 1 are expected to reveal the main gaps in the writing assessment instruments currently available in the literature, highlighting the need for more comprehensive and validated protocols. Based on this evidence, the second study plans to construct an instrument grounded in theoretical and scientific bases, capable of assessing the different domains of writing in an integrated manner. The findings of both studies should contribute to the improvement of writing assessment practices and the development of more accurate diagnostic and intervention strategies.

COMMITTEE MEMBERS:
Externo à Instituição - ALEXANDRE LUCAS DE ARAÚJO BARBOSA - UFRR
Presidente - 2143029 - CINTIA ALVES SALGADO AZONI
Externa à Instituição - TAÍS DE LIMA FERREIRA MATTAR - UNICAMP