Writing assessment
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Writing assessment Writing assessment Presentation Transcript

  • WRITINGASSESSMENTLINSAY STEFANY DONCEL C.LINA FERNANDA CARVAJAL G.
  • THE WRITERKnowledge of content.Procedural knowledge to organize the content .Knowledge of discourse structure , syntactic formsand conventions.Procedural knowledge for integrating all theothers types of knowledge.
  • IMPLICATIONS First: writing assessment shouldevalute more aspects of writing than just mechanics and grammar. Second: writing assessment should capture some of the processes and complexity involved in writing so that teachers can know in which aspects of writing processstudents are having difficulty. View slide
  • PURPOSES AND TYPES OF WRITINGThe purpose in writing determines the nature of the writing;students need clear specification of the purpose in order to planand compose a piece that responds to the task.PURPOSES:1. Informative/ expository writing: share knowledge and give information, direction, or ideas.2. Expressive / narrative writing: it is a personal or imaginative expression in which the writer produces stories or essays.3. Persuasive writing: writers attempt to influence others and initiate action or change.Students’ writing ability may vary considerable depending onthe purpose or topic. View slide
  • GENRE:1. Biographies.2. Essays3. Stories4. Journal5. Letters6. Newspaper reports7. Manuals8. Research papersDetermines the style or decisions about language andorganization.
  • WRITING INSTRUCTIONWriting should not be considered as an isolated skill.PROCESS WRITING:1. Pre-writing.2. Writing3. Post-writing4. ConferencingTeacher meets with students individually and ask questionsabout the processes they use in writing, how they select thetopic, plans the writing nad composes the written pieces.
  • WRITING ACROSS THE CURRICULUMStudents who write about topics tend to understand thembetter.Teachers give students opportunities to write for variedpurposes in the content areas such as:1. Note taking from lectures2. Reading assignments3. Summarizing text4. Reporting experiments in science5. Analyzing or explaining problem-solving.
  • AUTHENTIC ASSESSMENT OF WRITING• Integrated language assessment.• Types of scoring:1. Holistic scoring: idea development/ organization fluency/ structure word choice mechanics1. Primary trait: the scoring contains elements that focus on the content, and the coherence of the overall paper.1. Analytic scoring
  • WRITING CONFERENCES Teachers might ask students some questions:• How did you choose the topic?• Did you write about something you did or something you read?• Before you wrote, did you talk about the topic with someone?• Before you wrote, did you make a plan? Write an outline?• When you have a problem writing or get stuck, what do you do?• Did you write a draft?• Did you edit what you wrote and then rewrite it?• What do you look for when you edit?• What was hard in writing? What was easy?• What do you want to do better in writing?
  • PROCESS WRITING CHECKLIST
  • WRITTEN SUMMARIES summarize involves :• 1.Deleting minor details and redundant information.• 2.Combining similar details.• 3.Selecting or composing main idea sentences.
  • SUMMARY EVALUATION
  • STUDENTS CAN WRITE SUMMARIES IN BOTH Dialogue journals• Select a topics• Students write in class for five to ten minutes at the end.• Students write at their own proficiency level on self selected topics of interest.• Teacher does not correct the student’s language.• Topic initiation ,elaboration, variety ,use of different genres expression of interest and attitudes.
  • LEARNING LOGS • Students entries during the last five minutes of each period, responding to the following types of questions: • What did I learn today ? • What strategies or approaches worked best for me in learning? • What will I do to understand better?Those questions are useful for students insecure to raise their hands in class andask questions .Teacher can review students’ learning needs. • Does the student define and /or use new vocabulary from the lesson ? • Does the student use content vocabulary appropriately? • Does the student illustrate and label drawings correctly? • Does the student identify a range of strategies that worked in learning? • Does the student have reasonable plans for improving her or his learning?
  • both dialogue journals and learninglogs can help students self-evaluationin documenting the progress they aremaking in learning, in writing andunderstanding new concepts, andidentifying a plans to improve learning.
  • SURVEYS OF INTEREST AND AWARENESS• To determine students attitudes toward writing.
  • WRITING STRATEGIES
  • SELF-ASSESSMENT OF WRITING DIMESIONS
  • PEER EVALUATION ANDEDITING FORM FOR WRITING
  • AND FINALLY......