• Like
Writing assessment
Upcoming SlideShare
Loading in...5

Writing assessment

Uploaded on


More in: Education , Business
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads


Total Views
On Slideshare
From Embeds
Number of Embeds



Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

    No notes for slide
  • Writing assignment


  • 1. WRITING ASSESSMENT GROUP 4 Yurizal Iin Widya Lestari Indri Astuti
  • 2. 3 purposes of Writing Assessment for ELL Students Writing assessment is used for identification and program placement in ESL or bilingual programs. For instance : writing scientific paper for specific or certain placement Writing assessment can be used to monitor students progress and determine if changes in instruction are required to meet students’ needs. Writing assessment is kind of accountability for all students. for instance in some cases students should attain a minimum score for grade level advancement.
  • 3. The Nature of Writing in School The role of teacher in assessment of writing Teachers ask students to write any numbers of topics and the assess the substantive information contained in the message, clarity of the writing, and so on. So, what is writing? Writing refers to a personal act in which writers take ideas or prompts and transform them into “self-initiated” topic (Hamp-Lyons 1990) In writing, knowledge plays important role.
  • 4. Types of Knowledge required in Writing (Hillock 1987) Knowledge of the content → memory , prior knowledge and experience Procedural knowledge → organize the content in order, sequence and etc Knowledge of discourse structure,syntatic and form and convention of writing → state position, argument and etc. Procedural knowledge for integrating all of the other types f knowledge.
  • 5. Purpose and Types of Writing 3 Purposes of writing (NAEP 1987) Informative Writing → share knowledge and give information Expressive/ narrative writing → expression, writers produces story or essays. Persuasive writing→ writers attempt to influence or initiate action
  • 6. Types of Writing Students can use variety of genres or types of writing for example essay, biography, journals, news, and etc. so, the writers can select genre based on their purpose.
  • 7. Writing Instruction • Traditionally, writing and reading were taught independently of the writing process. writing could be assessed by asking students to respond multiple choice item and etc. • There are two recent departures from the traditional paradigm about writing assessment namely process writing and writing across the curriculum
  • 8. Writing Instruction • Students are involved in the construction of narratives on topics which they have personal interest (Hudelson,1989). So students share their writing with peers and etc • In process writing, there are some stages such as: (1) prewriting, (2) writing, (3) post writing • While an important component of process writing instruction is conferencing (Church 1993)
  • 9. Writing across the Curriculum • Students who write about topics tend to understand them better (Shuman 1984) • Students write to learn rather than learn to write (Newmann 1989) • Teachers give students opportunities to write for varied purposes in the content area such as note taking, summarizing text and so on.
  • 10. Authentic Assessment of Writing 2 Important components in authentic assessment of writing Writing task → writing prompt can be defined as the tasks for students writing assignment which consist of questions or statement for students writing. The prompt can specify a particular purpose in order to elicit narrative, informative and persuasive writing. Scoring Criteria.
  • 11. Criteria for Writing • Invite the desire type of writing or genre • Engage the thinking, problem solving, composing and text making process central to the type of writing • Be challenging for many students and accessible to all • Provide equitable opportunities for all students to respond • Produce interesting • Be liked by many students
  • 12. Integrated Language Assessment • Language art Teachers in Prince William County, Virginia, designed an assessment of persuasive writing for seventh and teenth grade. • Students → reading topics (newspapers and other articles)→ students were asked to write a persuasive writing.
  • 13. Day Activity Description 1 Reading Students read background material on topic / takes notes 2 Discussion Students discuss reading in small groups/modify notes 3 Draft1 Students write first draft 4 Review Rubric Students are given the rubrics and discus its application 5 Edit and Revise Students edit and revise to produce the final product.
  • 14. Types of Scoring Holistic Scoring Primary Trait Analytic Scoring
  • 15. Holistic Scoring • In this scoring, writing is viewed as an integrate whole. • Four dimension of holistic scoring: (1) idea development/organization → central ideas (2) fluency/structure → verb tense and synthetic structure (3) Word choice → vocabulary appropriate for purposes (4) mechanics → capitalization, spelling and so on
  • 16. Primary Trait • It focuses on particular trait or feature on writing. • Students’ paper can be evaluated for: accurate and sufficient content, comparison about two things.
  • 17. Analytical Scoring • It separates the feature of composition into component that are each scored separately. • There are some advantages of this scoring such as in providing feedback for students on specific aspect of their writing and in diagnosing information for planning instruction.
  • 18. Stages of Writing Development Stage/ Characteristics Teacher Comment Stage 6: Fluent  uses story structure (beginning,middle,end)  show clear organization Takes risks with writing styles and language  initiates independent writing Uses editing /revising process  recognizes need for standards spieling Uses a variety or styles Stage 7: Proficient  Writes for variety of purposes(narrative. Persuasive and so on)  communicate main idea with elaboration  uses distinct voice Uses language structures appropriately Uses words selection appropriate to purpose Has effective control of mechanics of writing.
  • 19. Monitoring Student Progress in Process Writing Strategies for Process Writing Teachers can monitor the prewriting and post writing stage by using process writing checklist Students can monitor their wring by reading and reviewing what they have written during the writing process. Writing Conferences Teachers asks some questions to students related to their writing
  • 20. Written Summaries • Summarizing involves deleting minor details and redundant information, combining similar details, and selecting or composing main ideas sentences. (Casazza 1992). • Student also can summarize journal, articles and so on. Teachers can give feedback their summaries by scoring the accuracy of the main idea.
  • 21. Self Assessment in Writing • Self assessment encourages students to think about their purpose in writing and to reflect on what and how much they are learning. • Self assessment can be applied through journals, learning logs, self assessment of interest and writing assessment and checklists of writing skills.
  • 22. Peer Assessment in Writing • It involves the students in evaluation of writing. • Peer will read and check the other students’ writing and they will give score through scoring rubrics.
  • 23. Using Writing Assessment in Instruction • Select prompts that are appropriate for the students • Select rubrics students can use • Share the rubrics with students • Identify benchmark papers • Review how students write not just what they write • Provide time and instructional support for self assessment and peer assessment • Introduce self assessment gradually • Use conferencing to discuss writing with students