Assessing Writing Asmarin Meilena Merly Viska Ria Maya Lestari Manurung Septy Riani Pangindoman Yulita Ardiana

Outline Paraphrasing Guided Question and Answer Paragraph Construction Task Strategic Options Test of Written Language Holistic Scoring Primary Trait Scoring Analytic Scoring

DESIGNING ASSESSMENT TASKS: RESPONSIVE AND EXTENSIVE WRITING

Paraphrasing Example: It is to say something in one’s own words. It can avoid plagiarizing and offer some variety in expression. Scoring is judged by how the test-taker conveys the same or similar message, with discourse, grammar, and vocabulary as secondary evaluations. Example: Original: Giraffes like Acacia leaves and hay, and they can consume 75 pounds of food a day. Paraphrase: A giraffe can eat up to 75 pounds of Acacia leaves and hay everyday. 

Guided Questions And Answers The test administrator poses a series of questions which serve as an outline of the emergent written text. Guided writing stimuli Example : Where did this story take place? (setting) Who were the people in the story? What happened first? And then? Why did _________ do _______ (reasons)? What did ____ think about ____? (opinion) What happened at the end? (climax) What is the moral of the story? (evaluation)

PARAGRAPH CONSTRUCTION TASKS Assessment of paragraph development takes on the following forms. Topic sentence writing. The writing of a topic sentence (its presence/absence, its effectiveness in stating the topic). Topic development within a paragraph. Four criteria to assess the quality: The clarity of expression of ideas, the logic of the sequence and connections, the cohesiveness or unity the overall effectiveness or impact. Development of main and supporting ideas across paragraphs. The elements in evaluating a multi- paragraph 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 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. 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.

Test of Written English (TWE) TWE is a standardized test of writing ability and has gained a reputation as a well- respected measure of written English. The TWE is a timed impromptu test in which test-takers are under a 30-minute time limit and are not able to prepare ahead of time.

Test of Written English (TWE) Six Steps to Maximize success on the TWE Carefully identify the topic. Plan your supporting ideas. In the introductory paragraph, restate the topic and state the organizational plan. Write effective supporting paragraphs. Restate your position and summarize in the concluding paragraph. Edit sentence structure & rhetorical expression. Test of Written English Scoring Guide p. 239

SCORING METHODS FOR RESPONSIVE AND EXTENSIVE WRITING

Scoring Methods for Responsive and Extensive Writing HOLISTIC SCORING ANALYTIC SCORING PRIMARY TRAIT SCORING

HOLISTIC SCORING A single score is assigned to an essay. Each point on a holistic scale is given systematic set of descriptors to arrive score.

PRIMARY TRAIT SCORING If the purpose or function of an essay is to persuade the reader to do something, the score for the writing would rise or fall on the accomplishment of that function. Organization, supporting details, fluency, syntactic variety, and other features will also be evaluated.

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. Example of Analytic scoring (pp.244-245)

Beyond Scoring: Responding to Extensive Writing To give the students the maximum benefit of assessment, it is important to consider (a) earlier stages (from free writing to the first draft or two) and (b) later stages (revising and finalizing) of producing a written text

Assessing Initial Stages of the Process of Composing Focus your efforts primarily on meaning, main idea, and organization. Comment on the introductory paragraph. Make general comments about the clarity of the main idea and logic or appropriateness of the organization. As a rule of thumb, ignore minor (local) grammatical and lexical errors. Indicate what appear to be major (global) errors (e.g., by underlining the text in question) but allow the writer to make corrections. Do not rewrite questionable, ungrammatical, or awkward sentences; rather, probe with a question about meaning. Comment on features that appear to be irrelevant to the topic.

Assessing Later Stages of the Process of Composing Comment of the specific clarity and strength of all main ideas and supporting ideas and on argument and logic. Call attention to minor (“local”) grammatical and mechanical (spelling, punctuation) errors but direct the writer to self- correct. Comment on any further word choices and expression that may not be awkward but are not as clear or direct as they could be. Point out any problems with cohesive devices within and across paragraphs. If appropriate, comment on documentation, citation of sources, evidence, and other support. Comment on the adequacy and strength of the conclusion.

THANK YOU