The document discusses various aspects of writing assessment, including evaluating more than just mechanics and grammar, capturing the writing process, and using assessments to help teachers identify areas where students struggle. It also covers purposes and genres of writing, the writing process, writing across curriculums, and methods for assessing student writing including holistic scoring, primary traits, analytic scoring, writing conferences, checklists, summaries, dialogue journals, learning logs, and surveys.

1. WRITING
ASSESSMENT
LINSAY STEFANY DONCEL C.
LINA FERNANDA CARVAJAL G.

2. THE WRITER
Knowledge of content.
Procedural knowledge to organize the content .
Knowledge of discourse structure , syntactic forms
and conventions.
Procedural knowledge for integrating all the
others types of knowledge.

3. IMPLICATIONS
First: writing
assessment should
evalute more aspects
of writing than just
mechanics and
grammar.
Second: writing assessment
should capture some of the
processes and complexity
involved in writing so that
teachers can know in which
aspects of writing process
students are having difficulty.

4. PURPOSES AND TYPES OF
WRITING
The purpose in writing determines the nature of the writing;
students need clear specification of the purpose in order to plan
and compose a piece that responds to the task.
PURPOSES:
1. Informative/ expository writing: share knowledge and give
information, direction, or ideas.
2. Expressive / narrative writing: it is a personal or imaginative
expression in which the writer produces stories or essays.
3. Persuasive writing: writers attempt to influence others and
initiate action or change.
Students’ writing ability may vary considerable depending on
the purpose or topic.

5. GENRE:
1. Biographies.
2. Essays
3. Stories
4. Journal
5. Letters
6. Newspaper reports
7. Manuals
8. Research papers
Determines the style or decisions about language and
organization.

6. WRITING INSTRUCTION
Writing should not be considered as an isolated skill.
PROCESS WRITING:
1. Pre-writing.
2. Writing
3. Post-writing
4. Conferencing
Teacher meets with students individually and ask questions
about the processes they use in writing, how they select the
topic, plans the writing nad composes the written pieces.

7. WRITING ACROSS THE
CURRICULUM
Students who write about topics tend to understand them
better.
Teachers give students opportunities to write for varied
purposes in the content areas such as:
1. Note taking from lectures
2. Reading assignments
3. Summarizing text
4. Reporting experiments in science
5. Analyzing or explaining problem-solving.

8. AUTHENTIC ASSESSMENT OF
WRITING
• Integrated language assessment.
• Types of scoring:
1. Holistic scoring: idea development/ organization
fluency/ structure
word choice
mechanics
1. Primary trait: the scoring contains elements that focus on
the content, and the coherence of the overall paper.
1. Analytic scoring

9. WRITING CONFERENCES
Teachers might ask students some questions:
• How did you choose the topic?
• Did you write about something you did or something you
read?
• Before you wrote, did you talk about the topic with
someone?
• Before you wrote, did you make a plan? Write an outline?
• When you have a problem writing or get stuck, what do
you do?
• Did you write a draft?
• Did you edit what you wrote and then rewrite it?
• What do you look for when you edit?
• What was hard in writing? What was easy?
• What do you want to do better in writing?

10. PROCESS WRITING
CHECKLIST

11. WRITTEN SUMMARIES
summarize involves :
• 1.Deleting minor details and redundant information.
• 2.Combining similar details.
• 3.Selecting or composing main idea sentences.

12. SUMMARY EVALUATION

13. STUDENTS CAN WRITE SUMMARIES IN BOTH
Dialogue journals
• Select a topics
• Students write in class for five to ten minutes at the end.
• Students write at their own proficiency level on self selected topics of interest.
• Teacher does not correct the student’s language.
• Topic initiation ,elaboration, variety ,use of different genres expression of interest
and attitudes.

14. LEARNING LOGS
• Students entries during the last five minutes of each period, responding to the
following types of questions:
• What did I learn today ?
• What strategies or approaches worked best for me in
learning?
• What will I do to understand better?
Those questions are useful for students insecure to raise their hands in class and
ask questions .
Teacher can review students’ learning needs.
• Does the student define and /or use new vocabulary from
the lesson ?
• Does the student use content vocabulary appropriately?
• Does the student illustrate and label drawings correctly?
• Does the student identify a range of strategies that worked
in learning?
• Does the student have reasonable plans for improving her or
his learning?

15. both dialogue journals and learning
logs can help students 'self-evaluation
in documenting the progress they are
making in learning, in writing and
understanding new concepts, and
identifying a plans to improve learning.

16. SURVEYS OF INTEREST AND
AWARENESS
• To determine students attitudes toward writing.

17. WRITING STRATEGIES

18. SELF-ASSESSMENT OF WRITING
DIMESIONS

19. PEER EVALUATION AND
EDITING FORM FOR WRITING

20. AND FINALLY......