Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.

1. ASSESSING
WRITING
by
Bob Septian
Asrori Mardian
M. Zuhri
Hesti Istanti
Hernandika P.

2. Overview of Assessing
Writing
Genre of Written Language
Micro & Macroskill of Writing
Types of Writing Performance

3. 1. Academic writing
- Papers and general subject report
- Essays, compositions
- Academically focused journals
- Short-answer test responses
- Technical reports (e.g. lab reports)
- Theses, disertations
Genre of Written Language

4. 2. Job-related writing
- Messages (e.g., phone messages)
- Letters/emails
- Memos (e.g., interoffice)
- Reports (e.g., job evaluations, project reports)
- Schedules, labels, signs
- Advertisement, announcements
- manuals
Genre of Written Language

5. 3. Personal writing
- letters, emails, greeting cards, invitations
- Messages, notes
- Calendar entries, shopping lists, reminders
- Financial documents (e.g., checks, tax forms, loan
application)
- Forms, questionnaires, medical reports, immigration
document, diaries, personal journals
- Fiction (e.g., short stories, poetry)
Genre of Written Language

6. Microskills
1. Produce grapheme and orthographic
pattern
2. Produce writing at an efficient rate of
speed
3. Produce an acceptable core of words
4. Use acceptable grammatical system
5. Express a particular meaning
6. Use cohesive device in written discourse
Micro & Macroskill of Writing

7. Macroskills
1. Use rhetorical forms and conventions
2. Appropriately accomplish the
communication functions of written text
3. Convey links and connection between
events, and communicate relations as main
idea, supporting idea, new information,
given information, generalization, and
exemplification.
4. Distinguish between literal and implied
meaning

8. Macroskills
5. Correctly convey culturally specific
references in the context of the written text
6. Develop and use a battery of writing
strategies.

9. 1. Imitative
2. Intensive
3. Responsive
4. extensive
Types of Writing Performance

10. Designing
Assessment
Tasks: Imitative
Writing

11. A. Tasks in (Hand) Writing
Letters, Words, and Punctuation
1. Copying
Brown, 2004, p. 222

12. A. Tasks in (Hand) Writing
Letters, Words, and Punctuation
2. Listening Cloze Test
Brown, 2004, p. 222

13. A. Tasks in (Hand) Writing
Letters, Words, and Punctuation
3. Picture Cued Tasks
Wardiman et al., 2008, p. 30

14. A. Tasks in (Hand) Writing
Letters, Words, and Punctuation
4. Form Completion Tasks
Wardiman et al., 2008, p. 13

15. A. Tasks in (Hand) Writing
Letters, Words, and Punctuation
5. Converting numbers to words
Brown, 2004, p. 223

16. B. Spelling Tasks and Detecting
Phoneme-Grapheme
Correspondences
1. Spelling Tests
Teacher dictates a simple list of
words, one word at a time,
followed by the word in a
sentence, repeated again, with a
pause for test-takers to write the
word. Scoring emphasizes correct
spelling.

17. B. Spelling Tasks and Detecting
Phoneme-Grapheme
Correspondences
2. Picture-cued Tasks
Pictures are displayed with the
objective of focusing on familiar
words whose spelling may be
unpredictable.

18. B. Spelling Tasks and Detecting
Phoneme-Grapheme
Correspondences
3. Multiple-choice
Brown, 2004, p. 224

19. B. Spelling Tasks and Detecting
Phoneme-Grapheme
Correspondences
4. Matching Phonetic Symbol
Ardini, 2013, p. 5

20. Designing
Assessment
Tasks: Intensive
Writing

21. 1. Dictation and Dicto-Comp
Dictation is simply the rendition in
writing of what one hears aurally,
so it could be classified as an
imitative type of writing, especially
since a proportion of the test-
taker’s performance centers on
correct spelling.

22. 1. Dictation and Dicto-Comp
Dicto-comp is a test in which a
paragraph is read at normal speed,
usually two or three times, then
teacher asks students to rewrite
the paragraph from the best of
their recollection.

23. 2. Grammatical
Transformation Tasks
Azar, 1993, p. 242

24. 3. Picture Cued Tasks
a. Short sentence
Brown, 2002, p. 227

25. 3. Picture Cued Tasks
b. Picture Description
A somewhat more complex picture
may be presented. Test-takers are
asked to describe the picture using
four of the following prepositions:
on, over, under, next to, around.

26. 3. Picture Cued Tasks
b. Picture Description
Brown, 2002, p. 192

27. 3. Picture Cued Tasks
c. Picture sequence description
Gunawan et al., 2013, p. 37

28. Scoring Scale for Controlled
Writing
2 Grammatically and Lexically Correct
1 Either Grammar or Vocabulary is correct,
but not both
0 Both Grammar and Vocabulary are
incorrect

29. 4. Vocabulary Assessment Task
Read (2002) suggested several
types of items for assessment of
basic knowledge of the meaning of
a word, collocational possibilities,
and derived morphological forms.

30. 4. Vocabulary Assessment Task
Kusumawardhani et al., 2012, p. 30

31. 5. Ordering Task
Brown, 2004, p. 230

32. 6. Short Answer and Sentence
Completion Task
Brown, 2004, p. 231

33. Designing
Assessment
Tasks:
Responsive and
Extensive Writing

34. The initial step in teaching
paraphrasing is to ensure that learners
understand the importance of
paraphrasing: to say something in
one’s own words, to avoid plagiarizing,
to offer some variety in expression.
1. Paraphrasing

35. …test administrator poses a series of
questions that essentially serve as an
outline of the emergent format written
text (Brown:2004).
Example : In the writing of a narrative
that the teacher has already covered in
class discussion, the following kinds of
questions might be posed to stimulate a
sequence of sentence
2. Guided Question and
Answer

36. Assessment of paragraph development
takes on a number of different forms:
1. Topic sentence writing
2. Topic development within a
paragraph.
3. Development of main and
supporting ideas across paragraphs.
3. Paragraph Construction
Task

37. TEST OF WRITING
ENGLISH (TWE)

38. TWE is one of a number of internationally
available standardized of writing ability. It
was established in 1986. In 1998, a computer-
delivered version of TWE was incorporated
into the standard computer-based TOEFL and
simply labelled as the “writing” section of the
TOEFL.
Definition

39. The TWE is in the category of a timed
impromptu test in that test-takers are under
30-minute time limit and are not able to
prepare ahead of time for the topic that will
appear.
Definition

40. Example
Brown, 2004, p. 237

41. SCORING
METHODS FOR
RESPONSIVE AND
EXTENSIVE
WRITING

42. Each point on a holistic scale is given
systematic set of descriptors to arrive score.
Holistic Scoring
Weigle, 2002, p. 113

43. Primary trait scoring focuses on “how well
students write within a narrowly defined
range of discourse (e. g. persuasion or
explanation) (Weigle, 2002, p. 110).
Primary Trait Scoring
Weigle, 2002, p. 111

44. In analytic scoring, scripts are rated on several
aspects of writing or criteria rather than given
a single score. Depending on the purpose of
the assessment, scripts might be rated on such
features as content, organization, cohesion,
register, vocabulary, grammar, or mechanics.
Weigle, 2002, p. 114
Analytic Scoring

45. Example
Analytic Scoring
Weigle, 2002, p. 116

46. Ardini, Sukma Nur. 2013. English Phonetic. Semarang.
Azar, Betty Schrampfer. 1992. Understanding and Using
English Grammar. New Jersey: Prentice-Hall, Inc.
Brown, H. Douglas. 2004. Language Assessment: Principles
and Language Practices. New York: Pearson Education, Inc.
Kusumawardhani, Ratna et al. 2012. A Handbook of Lexical
Studies 1. Semarang: IKIP PGRI Semarang Press.
Weigle, Sara Cushing. 2002. Assessing Writing. Cambridge:
Cambridge University Press.
Bibliography