This document provides information about writing assessment. It introduces the test format, assessment criteria, and scoring bands. It also includes examples of applying the criteria to evaluate writing tasks and examples of appropriate writing tasks and texts for exam learners. The document aims to familiarize readers with writing assessment guidelines.

1. WRITING
amin neghavati
28/11/2013
neghavati@gmail.com

2. AIMS
To introduce the test format and parts
 To introduce the assessment criteria
 To provide an opportunity to apply the assessment
criteria
 To provide a checklist for evaluating writing tasks


3. NUMBERS
250
2
3
1/3
150
2/3
40
20

4. TO KEEP IN MIND
Do examiners count the words?
 Does content matter?
 Does paragraphing matter?
 Can candidates copy the rubric?
 What is the genre?

Task One: 150 words
 Task Two: 250 words


5. TRIVIA

What is the difference

between a pile of stones and a stone wall?

6. TRIVIA

What is the difference

between lines of words and a good piece of written
English?

7. TRIVIA
A vixen was walking down a road one day
and had four young cubs and a vixen met a
lioness with a cub and a vixen started to
boast about a vixen’s family and said a vixen
had four cubs and a lioness only had one
cub and a lioness said a lioness only had
one cub but one cub was a lion.

8. TRIVIA
A vixen who had four young cubs was
walking down a road one day when she met
a lioness with her cub.
The vixen started to boast about her family,
saying that she had four cubs, whereas the
poor lioness only had one.
‘Only one,’ replied the lioness, ‘but he’s a
lion!’

9. THE GOOD WRITER …

writes in sentences and uses punctuation.

writes in paragraphs.

organises the writing by putting the ideas in order.

connects the ideas.

10. CRITERIA TO ASSESS LEARNERS’ WRITING
Task Achievement
 Effect on the Reader
 Appropriacy of Style and Genre
 Organisation
 Cohesion
 Punctuation
 Range and Complexity of Lexis
 Range and Complexity of Grammar
 Accuracy of Lexis
 Accuracy of Grammar
 Accuracy of Spelling


11. ASSESSMENT CRITERIA

12. ASSESSMENT CRITERIA

13. ASSESSMENT CRITERIA

14. ASSESSMENT CRITERIA

15. ASSESSMENT CRITERIA

16. ASSESSMENT CRITERIA

17. ASSESSMENT CRITERIA

18. ASSESSMENT CRITERIA

19. ASSESSMENT CRITERIA

20. POINTS TO CONSIDER IN PRIORITISING
LEARNER’S ERRORS

Learner’s level

Learner’s future needs

Fossilisation of the error

Transfer to other genres

Transfer to other skills

The effect on the reader

Easy to rectify, therefore motivating

21. APPLYING ASSESSMENT CRITERIA

22. THE ANSWER SHEET

23. TASK ONE- BAND DESCRIPTOR (6-9)

24. TASK ONE- BAND DESCRIPTOR (1-5)

25. TASK TWO- BAND DESCRIPTOR (6-9)

26. TASK TWO- BAND DESCRIPTOR (1-5)

27. APPLYING ASSESSMENT CRITERIA
Task 1
General

28. APPLYING ASSESSMENT CRITERIA
Task 1
General

29. APPLYING ASSESSMENT CRITERIA
Task 1
General

30. APPLYING ASSESSMENT CRITERIA
Task 1
Academic

31. APPLYING ASSESSMENT CRITERIA
Task 1
Academic

32. APPLYING ASSESSMENT CRITERIA
Task 1
Academic

33. APPLYING ASSESSMENT CRITERIA
Task 2

34. APPLYING ASSESSMENT CRITERIA
Task 2

35. APPLYING ASSESSMENT CRITERIA
Task 2

36. WRITING TASKS AND TEXTS
What
tasks and texts are
appropriate for our exam
learners?

37. WRITING
TASKS AND
TEXTS

38. WRITING
TASKS AND
TEXTS

39. WRITING
TASKS AND
TEXTS
Hedge Writing p 163.

41. REFERENCES
Cory H., Advanced Writing with English in Use,
Oxford University Press
 Hedge T., Writing, Oxford University Press
 The Distance Delta Material, International House
and British Council
 IELTS Band Scores Explained, British Council
 The IELTS Handbook


42. AIMS
To introduce the test format and parts
 To introduce the assessment criteria
 To provide an opportunity to apply the assessment
criteria
 To provide a checklist for evaluating writing tasks
