TEACHING WRITING AND TEACHING LISTENING
TEACHING WRITING ● It is used to facilitate communication
PERFORMANCE and PORTFOLIO
BASED ASSESSMENT in TEACHING
WRITING
1. PORTFOLIO BASED -
ASSESSMENT / PBA
PORTFOLIO CONTENTS
● Student Portfolio/ Assessment
Portfolio – purposeful collection of
student’s works which often
gathered over a long period of time
that demonstrates efforts, progress
and their achievements as well to
determine areas for improvement.
● Portfolio-based assessment-
Instead of grading students solely on
standardized tests, unit tests and
quizzes, a portfolio serves as a
compilation of student work meant to
show growth over time.
● Student Portfolios- are a great way
to measure student growth over a
semester or year, as all of a
students' work is compiled into their
folder and reviewed at the end of the
term.
Uses of Portfolio
● Having students compile portfolios
makes the whole process of writing
more meaningful to them. They will
more willingly put forth their best
efforts, knowing that they are
accountable for producing a certain
number of finished pieces (feel
motivated)
● Providing students with an
opportunity to
self-reflect/self-reflection
between teachers and parents
regarding the child’s achievement
and progress.
● It is used to showcase the periodic
or end-of-the-year accomplishments
of students.
1. Reflection
2. Written Homework Activities
3. Vocabulary Challenge
4. Test /Test Scores
5. Journals
6. Creative writing samples, including
stories, poems, songs, and script
2. PERFORMANCE BASED
ASSESSMENT
● One in which the teacher observes
and makes judgement about the
student’s demonstration of skills or
in constructing something or making
a presentation.
● In performance based-assessments,
students demonstrate or construct
something, and that work is
assessed using observation and
judgment, often using a tool like a
rubric.
● PBA – the evidence of students
learning and understanding.
● Timely feedback that promotes
learning and facilitates improvement.
● The goal of performance-based
learning should be to enhance what
the students have learned, not just
have them recall facts.
 TEACHING WRITING AND TEACHING LISTENING

EXAMPLES ● This item type helps educators see

1. Essays assessing students’
understanding of a subject through a written
description, analysis, explanation, or
summary. For example, a performance task
in writing would require students to produce
a piece of writing rather than answering a
series of multiple-choice questions about
grammar or the structure of a paragraph.
2. Prose or Poetry interpretation.
3. Creation of a newspaper/Editorial Writing
4. Research papers
what students are actually able to do
– not just what they may know.
PORTFOLIO AND
PERFORMANCE-BASED
ASSESSMENT IN TEACHING
WRITING
● Portfolio assessments focus on
self-reflection and evidence of
growth over time through samples of
work products.
● Performance assessment requires
students to directly apply what they
have learned in realistic situations.

5. Dramatic performances are one kind of WHAT IS WRITING?

collaborative activities that can be used as a
performance-based assessment. Students
can create, perform, and/or provide a critical
response.
6. Letters
● ""Writing" is the process of using
symbols (letters of the alphabet,
punctuation, and spaces) to
communicate thoughts and ideas in
a readable form. (EnglishClub.com)

Characteristics of a Good Performance Components of the Writing Process

Based Assessment
● Pre-writing
● Authentic, meaningful and realistic ○ This stage involves
● Assesses more complex skills brainstorming, planning, and
● Provides opportunities for students organizing ideas before
to show both what they know and putting them into written
how well they can do form.
● Explains the task, required elements
and scoring criteria. ● Drafting
○ In this stage, the writer
Importance begins to compose the first
draft of the piece, focusing
● This type of assessment is useful on getting ideas down on
because students are asked to paper without worrying too
prepare a unique response to one or much about grammar,
more prompts included in the spelling, or punctuation.
assessment.
 TEACHING WRITING AND TEACHING LISTENING
● Revising
○ Revision involves reviewing,
refining, and restructuring the
content to improve clarity,
coherence, and
effectiveness. Writers may
reorganize paragraphs, add
or remove information, and
strengthen arguments during
this stage
● Editing
○ Focuses on correcting
grammatical errors,
punctuation mistakes,
spelling errors, and other
language mechanics. It also
involves polishing the writing
style and ensuring
consistency in tone and voice
● Publishing
○ Involves preparing the final
version of the writing for
distribution or sharing with
the intended audience. This
may include formatting the
text, adding visual elements,
and selecting appropriate
publishing platforms.
Why Writing Is Important in Learning and
Teaching?
● The act of writing makes information
stick in your memory.
● Helps students engage in retrieval
practice or a more active form of
learning.
● Writing allows students to explore
topics independently, delve deeper
into areas of interest, and document
their findings.
● Sharpens critical thinking skills
● Writing allows students to express
their ideas, opinions, and
experiences in a safe and structured
way.
● By practicing writing, students
develop their communication skills,
which are essential for success in all
areas of life, both academic and
professional.
Development of writing skills requires
considerable effort and time, being. Yet
once one becomes proficient in writing, it
gives you just as much of considerable
edge that you can apply both academically
and professionally.
Types of Writing
There are various forms and genres of
writing, each serving different purposes and
audiences. Some common types of writing
include:
1. Narrative Writing: Tells a story or
recounts events using a sequence of
events, characters, and setting.
2. Descriptive Writing: Creates vivid
images by using sensory details to
describe people, places, objects, or
experiences.
3. Expository Writing: Explains,
informs, or describes a topic,
concept, or process in a clear and
logical manner.
4. Persuasive Writing: Convinces the
reader to adopt a particular
viewpoint or take a specific course of
action through argumentation and
evidence.
 TEACHING WRITING AND TEACHING LISTENING
Engaging Strategies for Teaching Writing
A. Utilize Creative Prompts and
Inspiration
Examples:
● What If...?
○ Pose a fantastical "What
if...?" question. What if
animals could talk? What if
time travel was real?
Students can write stories
exploring these alternate
realities.
● News Flash!
○ Give students a surprising
news headline. They can
write articles exploring the
causes and consequences of
this event.
B. Use Digital Tools for
Engagements
Examples:
● Blogging Bonanza
○ Set up a class blog where
students can publish their
work and receive feedback
from peers and the
community (with permission).
● Digital Storytelling
○ Students can combine writing
with multimedia elements like
images, sound, and video to
create digital stories.
C. Write with Purpose
Examples:
● Write to an Audience
○ Students can write letters to
their parents and peers,
expressing their feelings and
thoughts. This can foster
students' writing skills as well
as their emotional connection
towards others.:
● Pen Pal Power
○ Connect your class with a
pen pal class in another
class. This encourages
students to write about their
lives and exchange their
thoughts through one
another.
TEACHING LISTENING
● Many researches exposed that both
teachers and learners have
neglected listening skill and they
believed that listening skill can be
developed naturally without much
guidance (Abdalhamid, 2012).
● In another research, listening and
speaking skills that are categorised
as receptive language skills are left
out mainly because these skills are
not parts of the examination
(Sanjana, 2014).
● As a result, the education system
produced good writers but they are
not proficient in listening and
speaking skills even after studying
English for years.
● Therefore, good use of teaching
listening strategies is needed to
maximise the learning of listening.
 TEACHING WRITING AND TEACHING LISTENING
Hashim, Yunus, & Hashim (2018)
advocate that teaching students
about learning strategies will help
them to improve as better language
learners.
● Regardless of teaching and
developing students’ listening skill
importance, many teachers failed to
emphasizes it enough.
1. Bottom-up Processing
● O’Malley et al. (1989) categorise
listeners who interpret meaning
based on linguistic characteristics of
the texts as those who use
bottom-up processing.
● They make use of their schemata in
long-term memory that consists of
grammatical or syntactic rules.
● Listeners begin interpreting the
meaning of the audio texts by first
determining the meaning of
individual words and later aggregate
upwards to larger units of meaning.
● Bottom-up processing trains
listeners to incorporate
word-for-word translation, adjusting
to the speech rate, oral text
repetition and focusing more on
prosodic features of the text
(Abdalhamid et al., 2012).
● Intentional listening is necessary for
language learning and it employs
strategies for identifying sounds and
constructing meaning from the
speeches (Mejila et al., 2014).
● In the context of learning English as
a second language, this strategy
may face interference from the first
language as sounds, segmentations
and linguistic markers of the two
languages may differ and confuse
the learners.
2. Top-down Processing
● On the contrary, listeners who often
make effective use of schematic
knowledge in analysing and giving
meaning to the texts are applying
top-down processing (O’Malley et al.
1989).
● They are drawing upon information
in memory or upon analysis of text
meaning for comprehension.
● Graham (2003) adds by utilising
top-down processing, the learners
use realworld schematic knowledge
to develop expectations of the text
meaning.
● It includes predicting, inferencing,
elaborating and visualization.
● A study by Abdalhamid (2012)
exposes the advanced listeners
employed more top-down strategies
compared to the intermediate
listeners.
3. Interactive Processing
● The interactive process happens
when listeners employ both
top-down and bottom-up processing.
Graham (2017) explains more
successful listeners use a broader
range of strategies with flexibility and
they are more likely to use both
top-down and bottom-up processing
strategically.
● Thus, the general approach of the
more effective learners was to use
top-down processing and to rely
upon bottom-up processing only as
needed.
● Chamot (2004) adds ineffective
listeners became embedded in
determining the meanings of an
individual word while effective
 TEACHING WRITING AND TEACHING LISTENING

listeners made use of both top-down

and bottom-up processing
strategies.
 TEACHING WRITING AND TEACHING LISTENING
Listening
● Listening is the ability to accurately
receive and interpret messages in
the communication process.
● It is a key to effective
communication; without the ability to
listen effectively, messages are
easily misunderstood.
● Listening means paying attention not
only to the story but also how it is
told, the use of language and voice,
and how the other person uses their
body.
● A person's ability to listen effectively
depends on the degree to which
he/she perceives and understands
the messages.
Methods of Teaching Listening Skills
1. Interpersonal Activities
2. Group Activities
3. Audio Segments/songs
4. Video Segments
Good listening lessons go beyond the
listening task itself with related activities
before and after the listening. Here is the
basic structure:
● Before Listening
○ Prepare your learners by
introducing the topic and
finding out what they already
know about it.
● During Listening
○ Be specific about what
students need to listen for. In
the "During Listening " phase
of a language lesson,
students actively engage with
the listening material.
● After Listening
○ Finish with an activity to
extend the topic and help
students remember new
vocabulary.
 TEACHING WRITING AND TEACHING LISTENING

○ This could be a discussion

group, craft project, writing ● Practicality
task, game, etc. ●
○ Tests should consider
Ideas to make listening activities constraints like limitations,
successful time constraints, ease of
administration, scoring.
● Noise
● Equipment ● Authenticity
● Repetition ○ Test should be reflective in
● Content real-life situations.
● Recording Your Own Tape
● Video

ASSESSMENT IN TEACHING LISTENING

WHY DO WE ASSESS LISTENING?

● To check students progress

● To reinforce students’ learning
● To make informed decisions to the
teaching practices

WHAT DO WE ASSESS?

● Students comprehension
● Students ability to decode language
component.
● Students ability to focus on
important details

HOW DO WE ASSESS?

● Reliability

○ A reliable test is consistent &

dependable.

● Validity
○ Brown (2006) reveals the
extent to which the test
measures what it is
supposed to measure &
nothing else.