Presented in UHAMKA Jakarta (Class of English Education Graduate Degree)

1. By Refnaldi
Universitas Negeri Padang
Presented by Nasrun Ahmad

2. Consequences of writing assessment; it can:
1. INCREASE students’ motivation, or
2. DECREASE students’ motivation.

3. A supportive and constructive writing
assessment
There is no clear guidelines that guarantee such a
supportive and positive experience for all
students.

4. Context of
Writing Assessment
Classroom Standardized Testing
Context Context
Formative Summative
Emphasis Emphasis
on the on the
process product

5. To propose the standards for argumentative essays
assessment in the classroom context which balances
the process and the product

6.  It is aimed at persuading the readers.
 The subject is debatable.
 The thesis makes a reasonable claim.
 The opposition is acknowledged and refuted.
 The argument is developed with reliable evidence.

7. Argumentative essay consists of six parts (Wood 2001).
1. claim
2. support
3. warrant
4. backing
5. rebuttal
6. qualifiers

9. Process assessment covers (Tompkins, 2000: 143) :
1. how students write,
2. the decisions they make, and
3. the strategies they use.
Standard measures for process assessment:
1. writing checklists,
2. student-teacher assessment conferences, and
3. self-assessment by students.

10. 1. Prewriting
2. Drafting
3. Revising
4. Editing

11. Four product measures of writing assessment:
(Reid 1993, Cohen 1994, Coffin 2003)
1. holistic scoring
2. primary trait scoring
3. analytic scoring
4. error analysis

12. Analytic scoring covers:
(Brown 2001, 357)
1. Content
2. Organization
3. Discourse
4. Syntax
5. Vocabulary
6. Mechanics

13. An assessment which balances between process
and product is one of the better ways in
assessing students writing.