writing assessment

WRITING ASSESSMENT

Sandra L Rodriguez Abel Periñan

Milton Ferney Morales

PURPOSE AND TYPES OF WRITING1. Informative writing

You can tell when a text is informative as it:• has one subject. (for example: Cats)• uses a specific type of language. (Cats are predators).• contains new information. (Cats are members of the feline family.)• uses facts and data. (Cats were held in high regard in ancient Egypt.)• has taught you something by the end of it. (Cats have been domesticated for centuries.)

2. Expresive /narrative writing

 is personal writing. It expresses and explores the personal feelings of the writer.

Persuasive writingPersuasive writing is a type of writing where

your main goal is to persuade or convince someone to do something that you want them to do

Grade Five Writing Assessment

Types of Writing

Narrative

1. Creating an imaginative story in a short   story form

Informational 

1. Writing related to any non-fiction  writing  in order to inform or explain a topic to the  reader

Persuasive 

1. Students will take a position on a issue  topic that they are familiar with

WRITING INSTRUCTION

Exist 3 stages of writing process

• Prewriting, or motivation, discussion, and concept development.

• Writing: which takes place in the clasroom or at home

• Post writing: students share their writing with others .

How to write a prompt

Today’s assignmentToday you will write about something that

happened to you of something that interest you. You may choose your own topic. For example, you might want to write abouty something that hapened when you were a child, or about someone in your family, a trip you had, or a game you liked to play.

The criteriaA standard, rule, or test on which a judgment

or decision can be based

At the end of the module, the learner is expected to be able to -

- demonstrate detailed understanding of the influences of the historical and social context within which the chosen text is set, both from the study of the text itself and from the study of other contemporary literature.

Criteria for assessment should bespecific to each taskclear and sufficiently detailed so as to provide

guidance to students undertaking assessment task

transparentjustifiable (i.e. linked to learning objectives) and

achievableappropriate to weightingswhere appropriate, supported by a verbal or

written statement about what constitutes the various levels of performance

Integrating language assessment

Types of scoringHolistic scoringPrimary traitAnalytic scoring

HOLISTIC SCORINGVariety of criteria to produce a single score.Total quality is a sum of many componentsWriting is viewed as a whole.

Idea development and organization.Fluency/structureWord choiceMechanics

FEATURESThe focus of a score reported using a holistic rubric is on

the overall quality, proficiency, or understanding of the specific .

Quick scoring process.

This is basically due to the fact that the teacher is required to read through or otherwise examine the student product or performance only once, in order to get an "overall" sense of what the student was able to accomplish

Level 6 Conveys meaning clearly and effectively. Multi-paragraph organisation, with clear introductions, development of ideas, and con-

clusion. Shows evidence of smooth transitions. Uses varied, vivid, precise vocabulary consistently. Writes with few grammatical/mechanical errors.

Level 5 Conveys meaning clearly. Multi-paragraph organisation, though some parts may not be fully developed. Shows some evidence of effective transitions. Uses varied and vivid vocabulary appropriate for audience and purpose. Writes with some grammatical/mechanical errors, without affecting meaning.

Level 4 Expresses ideas coherently most of the time. Develops a logical paragraph. Writes with a variety of sentence structures with a limited use of transitions. Chooses vocabulary that is (often) adequate to purpose. Writes with grammatical/mechanical errors that seldom diminish communication.

Level 3 Attempts to express ideas coherently. Begins to write a paragraph by organising ideas. Writes primarily simple sentences. Uses high-frequency vocabulary. Writes with grammatical/mechanical errors that sometimes diminish communication.

Level 2 Begins to convey meaning. Writes simple sentences/phrases. Uses limited or repetitious vocabulary. Spells inventively. Uses little or no mechanics, which often diminishes meaning.

Level 1 Draws pictures to convey meaning. Uses single words, phrases. Copies from a model.

PRIMARY TRAITCould be a language-based feature

emphasizing any one or more of the criteria for holistic scoring .

If focuses in one specific aspect.

ANALYTIC SCORINGSeparates the features into components htat

are each scored separately.results initially in several scores, followed by

a summed total score-their use represents assessment on a multidimensional level

The degree of feedback offered to students-and to teachers-is significant.

MONITORING STUDENT PROGRESS IN PROCESS WRITING

•Teacher collects information about student writing processes, progress, and response to instruction.

•Direct observation of writing…•Conferencing with students…

STRATEGIES FOR PROCESS WRITING

*Prewriting Strategies: Formulates topics before.

*Writing Strategies: monitors writing, uses adaptive techniques.

*Postwriting Strategies: edits, revises, rewrites, get feedback from others.

*Applications of Interests: writes for pleasure, uses writing to communicate, write in others subjects areas, participate in discussions about writing, edits writing of others.

WRITING SUMMARIESHere students are able to:Identify the topic.Identify the main idea.Combine similar details.Paraphrase accurately.Delete minor detail and redundant informat…Recognize author’s purpose.Reflect author’s emphasis.

SELF-ASSESSMENT IN WRITTINGSelf-assessment encourages Students to think

about the purpose in writing. *Dialogue journals.*Learning Logs.*Surveys of interest and awareness.*Writing checklist.

PEER ASSESSMENT IN WRITINGIt involves students in evaluation…Each St is encouraged to respond to the other

Sts paper by answering three questions: … Look for this think to editing someone’s paper:PunctuationSentencesSpellingOverall paper (main idea, is logical,

organization)

USING WRITING ASSESSMENT IN INSTRUCTIONSelect prompts that are appropriate for Sts.Select rubrics Sts can use.Select the rubrics with Sts.Identify benchmark paper.Review how Sts write not just what they

write.Provide time and instructional support for

self- and peer assessment. Introduce self-assessment gradually.Use conferencing to discuss writing with Sts.

CONCLUSION

Writing is a process that must be understood and applied rather than simply as a product to be evaluate.