W R I T I N G

ASSESSMENT
GROUP 3
 Member of Group 3:

1. Ivan Dewa Gajendra 7. Ratna Kumala Ning Tias

2. Mutiara Azizah Pramesti 8. Siti Maudlukha Rohmawati
3. Nailil Muna Irdiana 9. Tria Roshita Sepdiana Dewi
4. Nunik Allifah 10. Vadia Nafifa Naila Rahma
5. Nur Lailyatun Na’imah 11. Yayang Muthoharoh A.
6. Nuril Asma’ul Husna 12. Yuliani Pertiwi
 N A T U R E O F
A. WRITING IN SCHOOL
 A. Nature of Writing in School
• The evaluation of writing has consistently relied on teachers'
judgments. Teachers assign various topics for students to
write about, assessing the quality of information
• Teachers usually set the writing topics,
determine the criteria for assessment, and
grade the writing independently.
• Many teachers have origins in a transmission
model of learning and instruction, in which
teachers provide the basic knowledge to be
imparted to students.
• The transmission model focuses on specific
subjects in teaching and stresses the learning
of individual skills in a step-by-step order.
 1. The Writer
To write well, students need to incorporate the purpose or prompt
into their own unique approach to writing.In writing the essay, your
students will rely on at least four types of knowledge:
• Knowledge of content
• Procedural knowledge to organize the content
• Knowledge of conventions of writing
• Procedural knowledge required to apply the
three other types of knowledge in composing a
written product
 The Writer
When checking how well English Language Learners (ELL) write,
we need to look at more than just grammar and spelling. There
are different things students need to know for writing. We
should also see how they go through the writing process, so
teachers can understand where they might be finding it hard. It's
also important to look at the topic they are writing about.
 2. PURPOSES AND TYPES OF
WRITING
The purpose of writing has different genres to
do it. The purpose of writing determines the
nature of writing. Clear objectives require
specifications for planning and structuring
work that responds to the task. The genre
defines the style the writer will use and
suggests choices about the language and
structure of the composition.
 There are at least three purposes of writing:
P 1. Informative/ expository writing: to share knowledge
and provide information, direction, or ideas.
U 2. Expressive/narrative writing: a personal/imaginative
R expression to produce a story or essay.
3. Persuasive writing: to influence others and initiate
P action or change.

O Student writing ability may vary considerably

depending on the purpose. That is, students who write
S excellent informative essays may not write good
expressive essays, and so on. Assessment across a
ES variety of purposes and prompts is therefore necessary
to obtain generalizable information about student
performance and progress in writing.
 Students can use a variety of genres or types of writing to
accomplish writing tasks. The writer's selection of genre
G depends on the purpose and often determines the style, or
decisions about language and organization.
E
With beginning-level ELL students, the genre may include
N correspondence to friends, descriptions of experiences
shared with the class, journals or learning logs, brief
R summaries or notes, and descriptions of various
experiences. Two important genre that we will discuss
E later in describing writing assessment are dialogue
journals and learning logs.
 3. WRITING INSTRUCTION

• Emphasizes separate skills of reading and

writing.
• Teacher-directed methods with a focus on
vocabulary, spelling, and grammar.
• Assumes transferability of skills once
taught.
 A. PROCESS WRITING

• Emphasizes the entire writing process over the

final product.
• Involves prewriting (concept development),
writing (with feedback), and post-writing
(sharing and revising).
• Encourages personal narratives and feedback
from peers and teachers.
B. WRITING ACROSS THE CURRICULUM

• Encourage writing in various subjects beyond

language arts.
• Highlight the utility of writing as a tool for
understanding and comprehension.
• Assign tasks that involve summarizing, reporting
experiments, analyzing problems, and
consolidating learning through writing.
 A U T H E N T I C
B. A S S E S S M E N T
FOR WRITING
 B. Authentic Assessment
Two important components in the authentic
assessment of writing are the nature of the task and
the scoring criteria. There are guidelines for
constructing writing tasks, or prompts, and some
examples of different types of scoring criteria, or
rubrics. It is important for assessing students' own
interest in writing awareness and the quality of
their written work as well as for peer assessment of
writing.
 1. THE WRITING TASK

Writing prompt can be defined as the tasks

for students writing assignment which consist
of questions or statement for students writing.
The prompt can specify a particular purpose in
order to elicit narrative, informative and
persuasive writing.
 A. CRITERIA FOR WRITING PROMPTS
Whether you use single or multiple prompts, each prompt used in the
writing assessment should meet the following criteria:

Invite the desired type of writing or Provide equitable opportunities for all
genre students to respond

Engage the thinking, problem-solving, Produce interesting, not just proficient

composing, and text-making processes writing
central to the type of writing.

Be challenging for many students and Be liked by many students

accessible to all
 CRITERIA FOR WRITING PROMPTS
Tell the students in advance on what criteria their papers will be
evaluated by presenting a checklist of criteria at the end of the prompt
that students can use to edit and revise their writing. The example of
checklist intended for students in analyzing their own narrative writing:
 B. INTEGRATED LANGUAGE
In ASSESSMENT
assessment of Process Writing, you have the opportunity to use
prompts that allow you to observe and assess integrated language skills
including reading, speaking, and writing. The example of components
of writing task to monitor student learning in all language skills:
 2. TYPES OF SCORING

The scoring of authentic assessments should

always be defined before the exercises and
assessment procedures are developed. Three
types of rating scales generally used in
scoring writing are holistic,primary trait,
and analytic scoring
A. HOLISTIC SCORING

Holistic scoring uses a variety of

criteria to produce a single score. The
specific criteria selected depend on
local instructional programs and
language arts objectives. The
rationale for using a holistic scoring
system is that the total quality of
written text is more than the sum of
its components.
An example of a holistic scoring rubric
developed by ESL teachers that
contains four dimension:

• Idea development/organization:
focuses on centralidea with appropriate
elaboration and conclusion.
• Fluency/structure: appropriate verb
tense usedwith a variety of
grammatical and syntactic structures.
• Word Choice: uses varied and precise
vocabularyappropriate for purpose.
• Mechanics: absence errors in spelling,
capitalization, and punctuation.
Another holistic scoring rubric,
developed by ESL teachers focuses on
the types of writing typically found
among ELL students. The criteria for
which ratings are assigned fall along
five dimensions:

1. Meaning
2. Organization
3. Use of transitions
4. Vocabulary
5. Grammatical/mechanical usage
 B. PRIMARY TRAIT

Primary trait scoring focuses on whether or not each paper

shows evidence of the particular traitor feature you want
students to demonstrate in writing.
The trait could be a language-based feature emphasizing any
one or more of the criteria for holistic scoring indicated above,
such as Idea Development/Organization or Sentence
Fluency/Structure.
 PRIMARY TRAIT

The advantage of this approach is in focusing on specific

aspects of instruction that most reflect the objectives being
covered when the writing assignment is given.
The scoring contains elements that focus on the content,
comparisons with other approaches, and the coherence of the
overall paper. In primary trait scoring, the paper is scored only
on these features, and other features of the paper are ignored.
 C. ANALYTIC SCORING
Analytic scales separate the features of a
composition into components that are
each scored separately.
The advantages:
- Providing feedback to students on
specific aspects of their writing and in
giving teachers diagnostic information
for planning instruction.
- Providing positive feedback on
components of writing on which they
have progressed most rapidly.
 3. STAGES OF WRITING DEVELOPMENT

The stages of writing development are the steps that students

must take to become good writers. There are seven stages that
can be explained using Figure 6.3. These stages range from
pre-emergent to proficient.
STAGES OF WRITING DEVELOPMENT
 STAGES OF WRITING DEVELOPMENT

1. Pre-emergent: The initial stage where students are still in the

process of understanding the basics of writing.
2. Emergent: At this stage, students begin to develop a further
understanding of sentence structure and the use of words.
3. Dependent: students are able to write with help or support. May
need external guidance or feedback to develop their ideas.
4. Developing: At this stage, students begin to develop their ideas
more independently. The ability to detail ideas and organize them in
paragraphs may be a focus at this stage.
 STAGES OF WRITING DEVELOPMENT

5. Independent: Students can write independently without external

support. May be able to structure paragraphs and develop ideas
coherently.
6. Fluent: At this stage, students can express themselves fluently and
with increasing fluency. Their ability to compose sentences and
paragraphs becomes more smooth and natural.
7. Proficient: This is the peak stage, where students become proficient
writers. They have the ability to write fluently, clearly, and creatively.
 4. MONITORING STUDENTS' PROGRESS IN THE
WRITING PROCESS

It focuses on how teachers can better understand what students are

doing when they are writing.

Teachers want to know what students do before they start writing,

while they are writing, and after they finish writing. One way to see this
is to directly observe students' writing. Teachers can pay attention to
how students plan their writing before they start, how they write during
the process, and what they do after they finish writing.
 A. STRATEGIES FOR PROCESS WRITING

Strategies for process writing are a way to monitor how students

complete their writing from start to finish.

• Pre-writing stage: they can use strategies such as formulating

a topic before starting to write, thinking of different ways to
approach the topic, and deciding how to organize
information.
• Writing strategies: students can monitor their writing by
reading back and reviewing what they have written while they
are still developing their product.
 STRATEGIES FOR PROCESS WRITING

• Post-writing strategies: include editing or changing wording,

revising or changing sentences, and even rewriting or
rephrasing sections of writing, or even changing the genre of
writing from narrative to persuasive.
• Applications and interests: provides an opportunity for
teachers to see how students apply what they learn and how
enthusiastic they are about writing.
EXAMPLE OF PROCESS WRITING CHECKLIST
 B. WRITING
CONFERENCE

Writing Conferences are an approach that involves

interaction between teachers and students to discuss
and evaluate student writing in person. Such
conferences aim to provide in-depth feedback and
facilitate students' writing growth in an authentic and
contextualized way and the questions asked during the
conference.
 WRITING CONFERENCE
Among the examples of questions that teachers can ask students
are:

1. How did you choose the topic?

2. Are you writing about something you did or something you read?
3. Before you wrote, did you discuss the topic with someone?
4. Before you write, do you make a plan? Do you create an outline?
5. When you run into problems or get stuck, what do you do?
6. Do you write a draft?
7. Do you edit what you write and then rewrite?
8. What do you look for when editing?
9. What is difficult in writing? What is easy?
10. What would you like to do better in writing?
 WRITING CONFERENCE

Teachers who use writing conferences need to find a system

to record the discussions held with each student. Some
possibilities that can be used are tape recordings, anecdotal
notes written in notebooks with the student's name at the
top, index cards, and self-adhesive address labels that can be
used to make short notes to put in a folder for each student.
The system should be efficient and easy to use and maintain.
 5. WRITTEN SUMMARIES
One of the most important types of writing that
students use in school is writing to summarize. This
involves the ability to briefly and clearly describe the
main points or key points of the material. Written
summaries can be created for different types of texts,
including articles, books, or papers. In addition,
teachers also need to provide support to their students
as they learn to summarize.

Summarizing involves:
(1) removing small details and repeating information
(2) combining similar details
(3) selecting or organizing main idea sentences
 WRITTEN SUMMARIES

Students can improve their summarizing skills through the

use of dialog journals and learning logs. In these journals,
students can reflect on their observations of the day's
lesson, highlighting key points, difficulties encountered
and seeking help for further understanding. This process
of writing summaries not only helps students remember
the information learned, but also encourages them to seek
out additional information as needed.
6. SELF-ASSESSMENT IN WRITING

Self-assessment in writing
encourages students to think
about their purpose in writing
and to reflect on what and how
much they are learning. In self-
assessment in writing, there
are 5 ways that can be used.
A. DIALOGUE JOURNALS

In dialogue journals, students

regularly make entries addressed to
the teacher on topics of their choice.
The topics may be on a book they
particularly liked, their interests, or
their attitudes toward learning in
different classes or content areas.
Dialogue journals provide numerous
opportunities for students to see
growth in their own writing ability.
B. LEARNING LOGS
In the learning log, students make entries at the
end of lesson, responding to the following types of
questions:
• What did I learn today?
• What strategies or approaches worked best for
me in learning?
• What was hard to understand?
• What will I do to understand better?
A learning log is especially useful for students
who are hesitant to raise their hand in class
and ask questions.
C. SURVEYS OF INTEREST AND
AWARENESS
To determine student attitudes toward
writing, teacher can assess their interest in
and awareness of writing through surveys or
rating scales.

Students are asked to indicate their attitudes

toward writing and to gauge their
improvement as writers. Students can
complete a self-assessment like this once
they have sufficient command over English
to be able to respond to the questions
 D. WRITING STRATEGIES
Writing strategies can be used:
- Pre-writing: emphasize topic review and
organization.
- During writing: advancing the writing
toward meeting the original purpose. These
strategies are used to overcome obstacles or
enhance communication through examples,
clarification,and drawings.
- After writing: students should reread, edit,
and revise their writing to ensure it meets
the original purpose.
E. WRITING CHECKLIST

In self-assessment, students can use a

writing checklist to check their own
writing with respect to the types of
standards typically contained in
holistic and analytic scoring rubrics.
The writers (students) should review
the quality of each written piece for
dimensions such as composition,
style, sentence formation, usage, and
mechanics.
7. PEER ASSESSMENT IN WRITING

Students can evaluate the results of

each other's writing/papers through
peer assessment. This is done by
teachers so that students receive
feedback from each other and gain an
understanding of each student's
progress while allowing students
opportunities to apply performance
standards to the work of others.
 EXAMPLE OF PEER ASSESSMENT IN
WRITING
The teacher can ask students to pair up and read
their papers to each other. Each student is
encouraged to respond to the other student's
paper by answering three questions:

1. What did you like about the paper?

2. What facts or ideas could be added to the paper?
3. What changes could be made to improve the
paper?

Next, the teacher asks students to exchange

papers and use a scoring rubric to rate them.
Students should then be given an opportunity to
edit and rewrite their papers.
 U S I N G
C. W R I T I N G
A S S E S S M E N T
IN INSTRUCTION
USING WRITING ASSESSMENT IN
INSTRUCTION

One way to use writing assessment in

instruction is to share the scoring
rubrics with students. Assessment
criteria should be public for students
and that they should be familiarized
with the scoring rubrics so they can
plan their writing effectively.
 GUIDELINES TO MAXIMIZE THE INTERACTION
BETWEEN WRITING ASSESSMENT AND
INSTRUCTION

1. Select prompts that are appropriate for the students

2. Select rubrics students can use
3. Share the rubrics with students
4. Identify benchmark papers
 GUIDELINES TO MAXIMIZE THE INTERACTION
BETWEEN WRITING ASSESSMENT AND
INSTRUCTION

5. Review how students write not just what they write

6. Provide time and support for self-assessment and peer
assessment
7. Introduce self-assessment gradually
8. Use conferencing to discuss writing with students
 CONCLUSION
Overview of Writing Instruction
• Writing is a process that must be understood and applied
• Writing has different purposes and types
• Writing tasks should be designed with clear goals and criteria
• Scoring rubrics are tools to measure the quality of writing
• Feedback is important for students to improve their writing
• Writing assessment can be used for instructional purposes
 CONCLUSION
In assessing the writing proficiency of ELL students, teachers must
consider to the following:

• Assess the stages of writing development as students learn how to

write
• Assess writing in relation to other language skills, when appropriate
• Assess all domains of writing, especially composition, not just
sentences, words, and spelling
• Include self-assessment of writing, share scoring rubrics, and involve
students in setting criteria and choosing writing prompts
 CONCLUSION
• Assess writing processes and strategies as well as the products of
writing
• Use multiple assessments of writing across various purposes, genres,
and content areas, such as summaries and learning logs
• Include writing samples in portfolios to show student growth and
achievements
• Use the results of writing assessments and conferences with students
to plan instruction
Thank You