WRITING ASSESSMENTLINSAY STEFANY DONCEL C.LINA FERNANDA CARVAJAL G.

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.

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.

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.

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.

WRITING INSTRUCTION

Writing should not be considered as an isolated skill.

PROCESS WRITING: 1. Pre-writing.2. Writing3. Post-writing4. ConferencingTeacher 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.

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 lectures2. Reading assignments3. Summarizing text4. Reporting experiments in science 5. Analyzing or explaining problem-solving.

AUTHENTIC ASSESSMENT OF WRITING

• Integrated language assessment.• Types of scoring:

1. Holistic scoring: idea development/ organization fluency/ structure word choice mechanics 2. Primary trait: the scoring contains elements that focus on

the content, and the coherence of the overall paper.

3. Analytic scoring

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?

PROCESS WRITING CHECKLIST

WRITTEN SUMMARIESsummarize involves :

• 1.Deleting minor details and redundant information.• 2.Combining similar details.• 3.Selecting or composing main idea sentences.

SUMMARY EVALUATION

STUDENTS CAN WRITE SUMMARIES IN BOTH

• 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.

Dialogue journals

• 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?

LEARNING LOGS

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.

SURVEYS OF INTEREST AND AWARENESS

• To determine students attitudes toward writing.

WRITING STRATEGIES

SELF-ASSESSMENT OF WRITING DIMESIONS

PEER EVALUATION AND EDITING FORM FOR WRITING

AND FINALLY......