The document discusses various aspects of writing assessment including: the writing process, purposes and genres of writing, authentic assessment through prompts and rubrics, stages of writing development, monitoring student progress, and strategies like summaries, self-assessment, and peer assessment. Key points include that writing is a process, assessment should be authentic through meaningful prompts and clear rubrics, and strategies like conferencing and sharing rubrics can help connect assessment to instruction.

1. WRITING
ASSESSMENT
BY:
Anabel
Agramonte
Juana N.
Patiño
Linny
Magallanes

2. • Nature of writing in
schools
• The writer
• Purposes and types of
writing
• Authentic assessment of
writing
• Criteria for writing
prompts
• Types of scoring
• Stages of writing
development
• Monitoring student
progress
• Writing summaries
• self-assessment
• Writing strategies
• Peer assessment

3. What is writing ?
"Writing" is the process of using symbols (letters
of the alphabet, punctuation and spaces) to
communicate thoughts and ideas in a readable
form.
Handwriting typewriting

4. Nature of writing in schools:
used to be a
teacher
centered
approach.
Teachers
defined the
topics for
writing
Teachers
focused on
grammar.

5. Effective writing:
Writing is a personal act in
which writers take ideas and
transform them into
self-initiated topics.
By looking closely at the writer,
the purpose for writing and
the instruction, we can get
new views on writing.

6. First the student needs to
incorporate the purpose into
his/her own approach to
writing.
The student also relies on
four types of knowledge:
knowledge of the content,
procedural knowledge,
knowledge of convictions of
writing and prior knowledge.

7. Purpose and types of writing
¿For what purposes can students
be asked to write?

8. Genre
Is a
specific
type of
writing
Examples
biographies
Essays
Stories
Letters
Manuals
Newspaper
reports
And
Research
paper

9. Writing instruction:
Reading and writing skills were taught independently, but
process writing and writing across the curriculum. Each of
this instructional approaches has strong implications for
assessing writing with ELL students.

10. People hate reading instructions, and will only
glance at them when they are hopelessly lost. By
then, they will already be frustrated and behind
schedule. For this reason, you should organize
your instructions carefully, phrase them clearly,
and make them as brief as you possibly can.
• Instructions tell the reader how to do
something such as know your
audience, Provide a brief introduction, write
each step as a command and use numbers or
plan to Test and Revise.

11. Process writing
• Students are involved in the construction of
narratives on topics in which they have a personal
interests.
• Students share their writing with peers, who ask
question and add comments.
• Students-teacher conferences are an important
form of feedback.
• Students use the feedback to edit and revise their
work.
• Emphasis on interactive learning between
teachers and students.

12. Writing across the curriculum:
• Teacher give students to write for varied
purposes in the content areas, such as note-
taking, summarizing, reporting experiments,
analyzing and explaining.
• Students use writing to manipulate
information, to consolidate prior knowledge.
• Writing should be extended to all content
areas.

13. Authentic assessment of
writing involves:
Nature of
the task.
Scoring
criteria.

14. Nature of task
prompt is the question or statement students
will address in their writing and the conditions
under which they will write.
• The task has to be specific
• Teachers can provide opportunity for revision.
• Students can be involved in the decision of
prompts.
• Teachers need to check the types of prompts
required in grade-level classroom in the
school.

15. Criteria for writing prompts
• Invite the desired type of
writing or genre
• engage the thinking, problem-
solving, composing, and text-
making processes central to the
type of writing.
• Be challenging for many
student and accessible to all.
• Provide equitable opportunities
for all students to respond.
• Produce interesting, not just
proficient writing
• Be liked many students.
Writer´s checklists
• Did you write on the assigned
topic?
• Dis you write for the assigned
audience?
• Did you identify a central
theme?
• Did you explain the key ideas
or events for the theme?
• Did you use complete
sentence?
• Did you correct errors in
spelling, capitalization,
punctuation, and usage?

16. Integrated Language Assessment
Day Activity Description
1 Reading Student read background materials on topic/ take
notes.
2 Discussion Student discuss reading in small group/ modify
notes.
3 Draf 1 Student write first draf
4 Review rubrics Student are given the rubric and discuss its
applications.
5 Edit and Revise Student edit and revise to produce the final
product.
In assessment of process writing, you have the opportunity to use
prompts that’s allows you to observe and assess integrated
language skills including reading, speaking, and writing.

17. Type of scoring
Analytic
scoring
Primary
trait
Holistic
Scoring
• Each of this types have
a different purpose and
focus in instructional
and will provide
different types of
information to teachers
and students.

18. • A method of evaluating a composition based on its overall quality. Holistic
scoring results in a more general description for categories, but includes the
different elements of writing implicitly or explicitly. The result is usually a
global grade, such as A, B, C, D, E. Contains the following four dimensions:
Holistic Scoring
Idea development/ organization
Fluency/ structure
Word choice
Mechanic

19. • Example

20. • When using PRIMARY TRAIT SCORING, teachers focus on a particular component
of the writing but may include a secondary trait which may receive less weight.
The other errors are ignored. The main advantage of primary trait scoring is that
it focuses the students on one particular aspect of the oral or written task.
However, this advantage can also be a disadvantage in that it ignores the other
elements of speaking and writing that are important to the speaking and
composing processes. Primary trait rubrics may be especially useful for early
drafts or writing-to-learn activities.
• For example
students may be asked to demonstrate the ability to
use a variety of words to describe or talk about a
topic, they may be asked to show mastery of subject-
verb agreement, or they may be rated on their
ability to organize their thoughts. With this kind of
scoring, only the identified features are assessed.
Primary trait
The rubric should help the student
know what the teacher expects from
the finished product, allow the
teacher to give feedback that is
informative for the student, and help
both the teacher and the student
judge the extent to which the
objectives of the assignment were
met.

21. The primary trait rubric below:
• PRIMARY TRAIT: Reflections on class discussions, experiences, and readings (including
self-selected texts)
• EXCELLENT (70): Thorough and thoughtful responses show connections between and
among concepts and experiences
• STRONG (64): Responses show explorations and extensions of ideas; more details
and/or examples would help illustrate and support thinking
• ADEQUATE (58): Responses indicate limited exploration of ideas; more connections
with readings, discussions and/or experiences would reflect greater understanding
• NEEDS WORK (52): Responses may be sparse or unconnected to content; ideas are
unclear or undeveloped
• SECONDARY TRAIT: Variety of texts included in responses
• EXCELLENT (30): Responses incorporate references to wide variety of text types from
different sources (newspapers, magazines, television, film, books, etc.) and
demonstrate student exploration of differing viewpoints of concepts
• STRONG (26): Responses incorporate references to variety of text types
• ADEQUATE (22): Responses include references to some variety of texts and/or diversity
in type within a text (i.e. editorials, news articles, columns in newspaper)
• NEEDS WORK (18): Responses include few or no text references; references included
may be all from same type of text

22. • ANALYTICAL SCORING focuses attention on separate
important traits of effective writing in that genre. The
student receives a separate score for each trait, which
combine to create a final score. For example, the list
may include five traits, each worth 20% of the final
grade. Traits may include but are not limited to items
such as ideas, voice, elaboration, organization and
language conventions.
• Related to analytical scoring is WEIGHTED TRAIT
SCORING; it differs, however, because some traits
receive more weight than others in the scoring.
Content, for example, may have twice the weight of a
stylistic feature.
Analytic Scoring

23. Example

24. Stages of Writing Development
Stage characteristic
Stage 1
Pre-Emergent
• Scribbles or draws to communicate
• Shows interest in letters and words
Stage 2
Emergent
• May recognize/name letters or simple words
• Uses letters forms to label drawings
• Sometimes writes with left-to right progression
• Sometimes writes with sound/ symbols relationships
• May be able to explain writing
Stage 3
Dependent
• Uses intentive spelling with beginning and ending sound
• Uses print from the environment
• Uses simple vocabulary
• Sometimes leaves spaces between words
• Develop a sense of story
• Writes may forget meaning after time
• Meaning sometimes evident to readers
Stage 4
Developing
• Begins to use vowels in inventive spelling
• Begins to write simple sentence
• Uses elaborations from personal experience
• Can read back to an audience
• Readers to check meaning

25. Stage 5
Independent
• Matches oral language to write
• Writes for variety of purposes
• Biggins to use an organizing plan when writing
• Makes corrections while writing
• Develops authorship and voice
Stage 6
Fluent
• Uses story structure (beginning, middle, end)
• Shows clear organization
• Takes risk with writing styles and language
• Initiates independent writing
• Uses editing/revising process
• Recognizes need for standard spelling
• Uses a variety of genre and styles
Stage
Proficient
• Writes for a variety of purposes(narrative, informative,
persuasive, creative, etc.)
• Communicates min idea with elaboration
• Uses distinct voice
• Uses language structures appropriately
• Uses word selection appropriate to purpose
• Has effective control of mechanics of writing
Cont…

26. Monitoring students progress in
process writing
• With the shift from the products of writing to9 the processes
by which effective writing is generated, many teachers have
attempted to monitor what students actually do while writing.
Direct observation of writing is one way to collect this type of
information. Conferencing with students is also a good way to
collect information about students writing processes, progress,
and response to instruction.

27. Strategies for process writing
• To monitor the prewriting and post writing stages
you can use the process writing checklist. During
each stage of the writing process, student can learn
strategies that will assist them in accomplishing the
work for that stage.

28. •Considers approach to topic
•Discusses topic for writing
•Outlines or makes schematic organizer
Formulates
topic before
writing
•Uses adaptive techniques (skips words), makes
substitutions.
•Monitors writing (rereads, reviews, backtracks)
Writing
strategies
•Edits (word-level changes)
•Revises (sentence level changes)
•Rewrites(composition-level change)
•Gets feedback from others
Post writing
strategies
process writing

29. Writing conference
• Another important assessment
opportunity occurs in the
questions asked during
conferencing. Your selection of
questions to ask will depend on
the writers, the purpose of the
writing, and your instructional
focus for any particular students.
Among the questions teachers
might ask student are:
• How did you choose the topic?
• Did you write about something
you did or you read?
• before you wrote did you make a
plan? write a outline?
• When you have problem writing
or get stuck, what do you do?
• Did you write a draft?
• Did you edit what you wrote and
them rewrite it?
• What do you look fort when you
edit?
• What was hard in writing? What
was easy?
• What do you ant to better in
writing?

30. Written Summaries
Deleting minor
details and
redundant
information
Combining
similar details
Selecting or
composing main
idea sentences

31. Some strategies:
• Model and teach these steps using explicit
instruction.
• Provide students the opportunity to read,
summarize and compare with a model.
• Edit and evaluate summaries provided by peers.
• Write summaries in both dialogue journals and
learning logs.
• Note- taking.
• Provide feedbacks on their summary by scoring
main ideas.

32. Self- Assessment in writing
•Students make entries addressed to the teacher on topics of
their choice.
•Teachers writes back and model.Dialogue Journals
•Students make entries during the last five minutes of each
period, responding questions.
•Teachers can review learning logs from time to time or at the
end of the class.
Learning logs
•Students are ask to indicate their attitudes in writing.
•Teachers can select the part is relevant to the developmental
level of the students or their English proficiency.
Surveys of interest
and awareness
•Students review, edit and revise their own work.
•Writers should review the quality of their writing.
Writing checklist

35. Peer Assessment in writing
Students evaluate each
other’s writing
Teachers do not have to
rate but they must ensure
that students receive some
kind of feedback
Students should be
asked to find out how
each work can improve.
When students have the
opportunity to evaluate
other work, they are
extending their own
opportunity to learn how
to write

37. Using writing assessment in
instruction
Students and teachers see
the connection between their
writing and the scores more
clearly with a scoring rubric.
One way to use writing
assessment in instruction is
to share the scoring rubrics
with students.

38. Guidelines to maximize the interaction
between assessment and instruction:
Select prompts that are appropriate for students
Select rubrics you can use
Share the rubrics with students
Identify benchmark papers
Review how students write no just how they write
Introduce self assessment gradually
Use conferencing to discuss writing with students

39. Conclusions
• The chapter has provided an overview of the
nature of writing process, the role of the writer
and current directions of writing instruction.
• Writing is describing as a process that must be
understood and applied rather than simply as a
product to be evaluated.
• Describe the different purposes and types of
writing and various types of scoring rubrics,
self and peer assessment.