Académique Documents
Professionnel Documents
Culture Documents
Assessment
Chap. 9 Assessing Writing
Genres of Writing
1. Academic writing
Papers and general reports/essays,
compositions/academically focused
journals/theses/dissertations
2. Job-related writing
Messages/letters,
emails/memos/reports/labels/signs/advertisements/a
nnouncements
3. Personal writing
Greeting cards/invitations/notes/tax
forms/diaries/fiction/personal journals
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3.
Imitative Writing
1. copying There is nothing innovative or
modern about directing a test-taker to copy
letters or words.
Example: (Copy the words)
bit
bet
but
gin din pin
___
___
___ ___ ___ ___
Listening cloze selection tasks Test takers listen
a passage and then write the missing words
(p. 222)
3.
tests
Picture-cued tasks
Multiple-choice techniques
Example:
He washed his hands with ______
A. soap B. sope C. sop
D. soup
Matching phonetic symbols
d/e/ ____ l /ai/ /k/ ______
Intensive Writing
The
Dicto-comp:
Grammatical Transformation
Tasks
The
tasks are:
Change the tenses in a paragraph.
Change full forms of verbs to reduced forms.
Change statements to yes/no or whquestions.
Change questions into statements.
Combine two sentences into one using a
relative pronoun.
Change from active to passive voice.
Picture-Cued Tasks
Short sentences. A drawing of some simple action
is shown; the test-taker writes a brief sentence. (p.
227)
Picture description. Using the prepositions: on ,
over, under, next to, around to describe as in a
picture on p. 192.
Picture sequence description. A sequence of three
to six pictures depicting a story line can provide a
suitable stimulus for written task. (p.228)
Vocabulary
Assessment Tasks
The major techniques used to assess
vocabulary are (a) defining and (b) using a
word in a sentence.
Ordering Tasks
Reordering words in a sentence
1. cold/winter/is/weather/the/in/the
2. Studying/what/you/are
3. next/clock/the/the/is/picture/to
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1.
Continue
3. Development of main and supporting ideas across
paragraphs. The elements in evaluating a multiparagraph essay:
Addressing the topic, main idea, or principal purpose.
Organizing and developing supporting ideas
Using appropriate details to undergird supporting
ideas.
Showing facility and fluency in the use of language.
Demonstrating syntactic variety.
Strategic Options
1. Attending to task. A set of directives is stated or
implied by the teacher or the conventions of the
genre. Four types: compare/contrast,
problem/solution, pros/cons, and cause/effect.
2. Attending to genre. Reports, Summaries of
readings/lectures/videos, Responses to
readings/lectures/videos, Narration, description,
persuasion/argument, and exposition, Interpreting
statistical, graphic data, Library research paper.
Holistic Scoring
Advantages:
Fast
Analytic Scoring
Classroom evaluation of learning is best served
through analytic scoring.
Brown and Bailey (1984) designed an analytic
scoring scale that specified five major categories
and five different levels in each category, ranging
from unacceptable to excellent.
Five categories: organization, logical development
of ideas, grammar,
punctuation/spelling/mechanics, and style and
quality of expression. (p.244-245)
Continue
Content
30
Organization
20
Vocabulary
20
Syntax
25
Mechanics
5
Total
100
Analytic scoring offers more washback and helps
to call the writers attention to problem areas, but
it requires more time for teachers to attend to
details within each of the categories.