Writing assessment is used for placement, monitoring progress, and accountability of ELL students. It involves evaluating students' writing content, clarity, and mechanics. Effective writing instruction incorporates process writing, writing across curriculums, and authentic tasks. Scoring can be holistic, focusing on traits, or analytical. Monitoring student development includes checking prewriting, post-writing, and conferencing. Self and peer assessment also support writing growth.

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