The document discusses various methods for assessing writing skills, including micro skills like grammar, word choice, and cohesion, as well as macro skills like conveying meaning and adapting to purpose and genre. It outlines categories of writing assessment tasks such as imitative writing like dictation, intensive writing like transformations, and responsive and extensive writing like paragraph construction. Specific techniques are provided like spelling tests, picture prompts, and evaluating strategies for developing main ideas across paragraphs. The document provides references for further reading on language assessment.

1. ASSESSING WRITING
ASSESSMENT

2. MICRO AND MACRO SKILLS OF WRITING
Brown (2004:221) has summarized micro skills and macro skills
of writing. Micro-skills of writing are:
• Produce writing at an efficient rate of speed to suit the
purpose;
• Produce an acceptable core of words and use appropriate
word order patterns;
• Use acceptable grammatical systems (e.g., tense,
agreement, pluralization), patterns, and rules;
• Express a particular meaning in different grammatical forms;
• Use cohesive devices in written discourse.

3. Macro-skills of writing are:
• Use the rhetorical forms and conventions of written discourse;
• Appropriately accomplish the communicative functions of
written texts according to form and purpose;
• Distinguish between literal and implied meanings when
writing;
• Convey links and connections between events, and
communicate such relation as main idea, supporting idea, new
information, given information, generalization, and
exemplification;

4. • Correctly convey culturally specific references in the context
of the written text;
• Develop and use a battery of writing strategies, such
as accurately assessing the audience’s interpretation, using
prewriting devices, writing fluency in the first drafts, using
paraphrases and synonyms, soliciting peer and instructor
feedback, and using feedback for revising and editing.

5. TYPES OF WRITING ASSESSMENT TASKS
According to Brown (2004:220), there are several categories of
writing assessment task as follow:
IMITATIVE WRITING
Tasks in [Hand] Writing Letters, Words, and Punctuation
Copying
• There is nothing innovative or modern about directing a test-
taker to copy letters or words.
For example: Handwriting letters, words, and punctuation
marks
Listening cloze selection tasks
• The test sheet provides a list of missing words from which the
test-taker must select.

6. Picture-cued tasks
• The test-taker will be displayed a poster or picture such as car,
cat, watermelon, or pen, and they are asked to write the word
that picture represents.
Form completion tasks
• A variation on pictures is the use of a simple form
(registration, application, etc.) that asks for name, address,
phone number, and other data.
Converting numbers and abbreviation to words
• In this test, the test-takers are asked to write down abbreviation
such as numbers, hours of the day, dates, or schedules into
words. This task can serve as a reasonably reliable method to
stimulate handwritten English.

7. Spelling Tasks and Detecting Phoneme
A number of task types are in popular use to assess the ability to
spell words correctly and to process phoneme-grapheme
correspondences.
Spelling tests
• The 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.
Picture-cued tasks
• Pictures are displayed with the objective of focusing on
familiar words whose spelling may be unpredictable. Items are
chosen according to the objectives of the assessment, but this
format is an opportunity to present some challenging words
and words pairs: boot/book, read/reed, bit/bite, etc.

8. Multiple-choice techniques
• Presenting words and phrases in the form of a multiple choice
task risks crossing over into the domain of assessing reading,
but the items have a follow-up writing component.
Matching phonetic symbols
• If the test-takers have been familiar with the phonetic alphabet,
they could be shown phonetic symbols and asked to write the
correctly spelled word alphabetically.

9. INTENSIVE WRITING
Dictation and Dicto-Comp
Dictation
• Dictation is an assessment of the integration of listening and
writing. It is simply the retention 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-takers performance
centers on correct spelling.
Dicto-Comp
• This kind of tests, the teacher will read a paragraph at normal
speed, usually twice or three times; then the teacher asks the
students to rewrite what they have been read by their teacher.

10. Grammatical transformation tasks (practical, reliable)
Grammatical transformation tasks are easy to administer and are
therefore practical, quite high in score reliability, and arguably
tap into knowledge of grammatical forms that will be performed
through writing
Numerous versions of the task are possible:
1. Change the tenses in a paragraph.
2. Change statements to Yes/no or WH-questions.
3. Change question into statements.
4. Combine two sentences into one using a relative pronoun.
5. Change from active to passive voice.

11. Picture-Cued tasks
The main advantage in this technique is in detaching the almost
ubiquitous reading and writing connection and offering instead
nonverbal means to stimulate written responses. Numerous types
of this task are:
Short sentences
• A drawing of some simple action is shown: the test-taker
writes a brief sentence.
Picture description
• In this test, the teacher will show a picture to the students and
then ask them to describe the picture. For example: based on
the presented picture, the test-takers are asked to describe the
picture using four of the following presentations: on. Over,
under, next to, and around.

12. Picture sequence Description
• A sequence of three to six pictures depicting a story line
can provide a suitable stimulus for written production. The
picture must be simple and unambiguous because an open-
ended task at the selective level would give test takers too
many options.
Vocabulary Assessment Tasks
Most vocabulary study is carried out through reading. A number
of assessments of reading recognition of vocabulary are multiple-
choice technique, matching, picture-cued identification, cloze
techniques, guessing the meaning of a word in context. The
major techniques used to assess vocabulary are defining and
using a word in a sentence.

13. Ordering Tasks
In this kind of test, the teacher gives scrambled sets of words to
the students and then asks the students to reorder the scrambled
sets of the words into a correct sentence.
Short-answer and Sentence Completion Tasks
In this case, the test-takers are asked to write short-answer and
complete sentences.

14. RESPONSIVE AND EXTENSIVE WRITING
Paraphrasing
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.
Guided Question and Answer
Another lower-order task in this type of writing is a guided
question and answer format in which the test administrator poses
a series of question that essentially serve as an outline of the
emergent written test.

15. Paragraph Construction Tasks
Topic sentence writing
This task thereof consists of:
1. Specifying the writing of a topic sentence
2. Scoring points for its presence or absence;
3. Scoring and/or commenting on its effectiveness is stating the
topic.
Topic development within a paragraph
Four criteria are commonly applied to assess the quality of
a paragraph:
1. The clarity of expression of ideas;
2. The logic of the sequence and connections;
3. The cohesiveness or unity of the paragraph;
4. The overall effectiveness of the paragraph as a whole.

16. Development of main and supporting ideas across paragraphs
The elements which can be considered in evaluating this kind
of task are:
1. Addressing the topic, main idea, or principal purpose;
2. Organizing and developing supporting ideas;
3. Using appropriate details to undergird supporting ideas;
4. Showing facility and fluency in the use of language;
5. Demonstrating syntactic variety.

17. Strategic Option
Developing main and supporting ideas is the goal of the
writer attempting to create an effective text. A number of
strategies are commonly taught to second language writer to
accomplish their purposes. Aside from strategies of free-writing,
outlining, drafting, and revising, writers need to be aware of
the task that has been demanded and to focus on the genre of
writing and the expectations of the genre.
Attending to task
• In responsive writing, the context is seldom completely open-
ended: a task has been defined by the teacher or test
administrator, and the writer must fulfill the criterion of the
task. Even in extensive writing of longer texts, a set
of directives has been stated by the teacher or is implied by the
conventions of the genre.

18. • Four types of tasks are commonly addressed in academic
writing courses: 1) compare/contrast, 2) problem/solution,
3) pros/cons, and 4) cause/effect. Depending on the genre of
the text, one or more of these task types will be needed to
achieve the writer’s purpose.
• Assessment of the fulfillment of such tasks could be formative
and informal, but the product might also be assigned a holistic
or analytic score.

19. Attending to genre
Assessment of the more common genres may include the
following criteria, along with chosen factors from the list in item
of main and supporting ideas.
• Reports
• Summaries of Readings/Lecture/Videos
• Responses to Readings/ Lecture/Videos
• Narration, Descriptive, Persuasion/Argument, and Exposition
• Interpreting Statistical, Graphic, or Tabular Data
• Library Research Report

20. References and Recommended Reading
• Brown, H. D. (2004). Language Assessment: Principles and
Classroom Practices. White Plains, NY: Pearson Education.
• Heaton, J. B. (1988). Writing English Language Tests (New
Edition). London: Longman.
• Hughes, A. (1989). Testing for Language Teachers.
Cambridge: Cambridge University Press.
• O'Malley, J. M., & Pierce, L. V. (1996). Authentic Assessment
for English Language Learner: Practical Approaches for
Teachers. White Plains, NY: Addison Wesley.