Scribd
Upload
129 views13 pages

Assessing Writing

This document discusses assessing writing skills through various types of tasks at different stages of writing ability. It describes imitative writing tasks like copying and spelling tests that assess basic writing mechanics. Intensive tasks evaluate skills like grammar, vocabulary and sentence-level writing. Responsive and extensive writing involve paragraph-level and longer compositions, with holistic, analytic or trait-based scoring methods. Effective assessment provides guidance to help students improve through multiple drafts of writing.

Uploaded by

Andi Astri
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
129 views13 pages

Assessing Writing

This document discusses assessing writing skills through various types of tasks at different stages of writing ability. It describes imitative writing tasks like copying and spelling tests that assess basic writing mechanics. Intensive tasks evaluate skills like grammar, vocabulary and sentence-level writing. Responsive and extensive writing involve paragraph-level and longer compositions, with holistic, analytic or trait-based scoring methods. Effective assessment provides guidance to help students improve through multiple drafts of writing.

Uploaded by

Andi Astri
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 13

Language Testing and Assessment

ASSESSINNG
WRITING
By :

Group 9
Putri Jamilah (20400121038)
Mutmainna (20400121055)

Dosen Pengampu : Nur Aliyah Nur, S. Pd. I., M.Pd


GENRES OF WRITTEN LANGUAGE

Academic Writing

Job-related Writing

Personal Writing
TYPES OF WRITING PERFORMANCE

1. Imitative
2. Intensive (Controlled)
This category includes the ability to
Beyond the fundamentals of imitative writing are
spell correctly and to perceive
skills in producing appropriate vocabulary within
phoneme-grapheme correspondences
a context, collocations and idioms, and correct
in the English spelling system.
grammatical features up to the length of a
Learners at this level are trying to
sentence. Meaning and context are of some
master the mechanics of writing. At
importance in determining correctness and
this stage, form is the primary—if not
appropriateness, but most assessment tasks are
exclusive—focus, whereas context
more concerned with a focus on form and are
and meaning are of secondary
strictly controlled by the test design.
concern.
TYPES OF WRITING PERFORMANCE
3. Responsive 4. Extensive

Assessment tasks require learners to Writers focus on achieving a purpose,


perform at a limited discourse level, organizing and developing ideas logically,
connecting sentences into a paragraph using details to support or illustrate ideas,
and creating a logically connected demonstrating syntactic and lexical
sequence of two or three paragraphs. The variety, and, in many cases, engaging in
writer has mastered the fundamentals the process of creating multiple drafts to
of sentence-level grammar and is more achieve a final product.
focused on the discourse conventions that
will achieve the objectives of the written
text. Form-focused attention is mostly at
the discourse level, with a strong
emphasis on context and meaning.
MICRO- AND MACROSKILLS OF WRITING

MICROSKILLS MACROSKILLS

The earlier microskills apply more The macroskills are essential for the
appropriately to imitative and successful mastery of responsive
intensive types of writing tasks. and extensive writing.
DESIGNING ASSESSMENT TASKS : IMITATIVE WRITING

1. Tasks in (Hand-)writing Letters, Words, and Punctuation

•Copying

•Listening Cloze Selection Tasks


•Picture-Cued Tasks
Familiar pictures are displayed, and test-takers are told to write the word that the 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 Abbreviations to Words


Some tests have a section in which numbers—for example, hours of the day, dates, or
schedules—are shown and test-takers are directed to write out the numbers. This task can
serve as a reasonably reliable method to stimulate handwritten English

2. Spelling Tasks and Detecting Phoneme-Grapheme Correspondences

•Spelling Tests
•Picture-cued tasks
•Multiple-Choice Techniques
•Matching Phonetic Symbols
DESIGNING ASSESSMENT TASKS : INTENSIVE WRITING

This assessment is also called controlled writing, at this stage students show
their ability to write by doing tasks that are more directed towards form such as
grammar, vocabulary, and so on.

•Dictation and Dicto-Comp


•Grammatical Transformation Tasks
•Picture-Cued Tasks
•Vocabulary Assessment Tasks
•Ordering Tasks
•Short-Answer and Sentence-Completion Tasks
DESIGNING ASSESSMENT TASKS: RESPONSIVE
AND EXTENSIVE WRITING

In this section, we consider both responsive and extensive writing tasks. They are
regarded here as a continuum of possibilities ranging from lower-end tasks whose
complexity exceeds those in the previous category of intensive or controlled writing
to more open-ended tasks such as writing short reports, essays, summaries, and
responses, to texts of several pages or more.

•Paraphrasing
•Guided Question and Answer
•Paragraph Construction Tasks
•Strategic Options
•Standardized Tests of Responsive Writing
SCORING METHODS FOR RESPONSIVE
AND EXTENSIVE WRITING
• Holistic Scoring

• Analytic Scoring
• Primary-Trait Scoring
This type of scoring emphasizes the task at hand and assigns a score
based on the effectiveness of the text’s achieving that one goal. For
example, if the purpose or function of an essay is to persuade the
reader to do something, the score for the writing would rise or fall on
the accomplishment of that function.
BEYOND SCORING: RESPONDING TO EXTENSIVE
WRITING

• Assessing Initial Stages of the Process of Composing


At this stage, the teacher's role is that of a guide and one who
facilitates students in writing. The most important thing is the
overall use of grammar and the clear intent of the writing itself.

• Assessing Later Stages of the Process of Composing


Here, the focal point is the final result. So, in the first draft,
second draft and so on, students show their writing to the teacher
and students must correct any mistakes found by the teacher in
their draft. In the end, the results obtained will be better and the
most important thing is the process that has been through
THANK YOU

You might also like