ASSESSING WRITING

RATIH PUSPITASARI 201620560211035

ANISA KURNIADHANI 201620560211034
GENRES OF WRITTEN LANGUAGE
Academic Job-related Personal
writing Writing Writing
1. Papers and general 1. Message (e.g., 1. Letters, emails,
subject report phone messages greeting cards,
2. Letter or emails invitations
2. Essay Short-answer
test responses 3. Memos 2. Messages or notes
3. Technical report 4. Report (e.g., job 3. Shopping list or
(e.g. lab reports) evaluation, projects reminders
4. Theses or report) 4. Diaries or personal
dissertations 5. Schedules, labels, journals
signs 5. Fiction
 TYPES OF WRITING PERFORMANCE

Imitative
Intensive
(writing Responsive Extensive
(controlled)
down) This type includes It requires learners It implies successful
ability to spell This type is guided to perform at a management of all
correctly and to writing loosens (semi limited discourse the processes and
perceive phoneme- formal or informal level, connecting strategies of writing
grapheme writing) the sentences into a for all purposes.
correspondences in teachers control but paragraph and Writers work
English spelling still offers a series of creating a logically focusing on the
system. stimulator connected sequence achievement of a
of two or three purpose.
paragraphs. e.g., an essay, a term
e.g., Brief narratives paper, a major
and descriptions, a research project
lab report, report, a thesis and
summaries and etc. etc.
MICRO AND MACRO SKILLS OF WRITING
MICRO SKILLS OF WRITING
(IMITATIVE AND INTENSIVE)
1. Produce graphemes and orthographic patterns
of English.
2. Produce writing at an efficient rate of speed to
suit the purpose.
3. Produce an acceptable core of words and use
appropriate word order patterns.
4. Use acceptable grammatical systems (tense,
agreement, pluralization), patterns, and rules.
5. Express a particular meaning in different
grammatical forms
6. Use cohesive devices in writing discourse
MACRO SKILLS OF WRITING
(RESPONSIVE AND EXTENSIVE)
1. Use the rhetorical forms and conventions of
written discourse.
2. Appropriately accomplish the communicative
functions of written texts according to form and
purpose.
3. Distinguish between literal and implied
meanings when writing.
4. Correctly convey culturally specific references in
the context of the written text.
 Micro Skills Macro Skills

Support Cohesion Support Coherence

Imitative and Intensive Responsive and

(Controlled) Extensive
THE PROCESS OF DEVELOPMENT OF WRITING
ASSESSMENT Weigle (2002)

Operationalizati Administration
Design Stage
on Stage Stage
 Design Stage
In designing writing assessment, as teacher or test maker must know about the
purpose of the test, characteristics of the target population (students need) their real
world writing needs, and available resource (textbook, handbook, and so on)
Based on Bachman and Palmer (1996: 88) recommend the development of a design
statement, which is document containing the following information:

a description of the test purpose(s)

a description of the TLU domain and task types
a description of the target population
a definition of the construct
a plan for evaluating the qualities of usefulness
an inventory of required and available resources
a plan for their allocation and management
 Operationalization Stage

This stage contains information from the design stage is used to create detailed
test specifications, or blueprints for the development of specific test tasks and complete
tests.
 This type of specification
includes a description of the
skill and construct being
measured, specific
information about prompt,
a sample item, and so on.
 Administration Stage

In administration stage, the role of the teacher or test maker to

examines the test.

An importance point to note is that the administration phase

overlaps significantly with the operationalization phase in the sense
that test tasks need to be tried out before a test can be administered
operationally, that is, to its intended test takers and for its intended
use.
CONSIDERATIONS IN TAKS DESIGNS
Subject Matter

Genre

Stimulus Material

Time Allotment

Instructions

Choice of Tasks

Transcription Mode

Use of Dictionaries and Other Materials

 DESIGNING ASSESSMENT TASKS: IMITATIVE WRITING
Task in (Hand) writing letters,
words, and punctuation
Imitative
Spelling task and detecting
phoneme-grapheme
correspondences
1. Copying
2. Listening cloze selection task
3. Picture-cued task
4. Form completion task
5. Converting numbers and abbreviations
to words
1. Spelling test
2. Picture cued-task
3. Multiple choices techniques
4. Matching phonetics symbols
Copying

Listening Cloze Selection Task

PICTURE-CUED TASKS FORM COMPLETION TASKS
CONVERTING
NUMBERS AND
ABBREVIATIONS TO
WORDS
SPELLING TEST
PICTURE CUED TASKS
MULTIPLE CHOICE MATCHING PHONETIC
TECHNIQUES SYMBOLS
 DESIGNING ASSESSMENT TASKS: INTENSIVE (Controlled)
WRITING
Dictation and
Dicto-Comp
Grammatical
transformation Short sentences
tasks

Picture cued Picture

tasks description
Intensive
Vocabulary
Picture sequence
assessment
description
tasks

Ordering tasks

Short answer
and sentence
completion tasks
DICTATION AND DICTO-
COMP GRAMMAR
TRANSFORMATION TASKS
Dictation
Learners have to remember a
phrase or sentence as accurately
as possible

Dicto-comp
Learners have to remember the
ideas in a text and express them in
their own words.
 Picture-Cued Tasks.

SHORT SENTENCE PICTURE DESCRIPTION

PICTURE SEQUENCE
DESCRIPTION

SCORING SCALE FOR

CONTROLLED WRITING
VOCABULARY ASSESSMENT
TASKS ORDERING TASKS
Short-answer and Sentence
Completion Tasks.
DESIGNING ASSESSMENT TASKS: RESPONSIVE AND
EXTENSIVE WRITING
Responsive Extensive
Paragraph writing (narratives, All-purpose essay writing (term
descriptions, short reports, lab paper, research project report,
reports, summaries, responses thesis)
to reading, interpretations of Process of multiple drafts
charts or graph)
Guided questions and answers
Paragraph construction tasks
Emphasis on context and
meaning
 Paraphrasing

Guided Questions and Answer

Paragraph Construction Tasks

Strategic Options
 Paraphrasing

The purpose in paraphrasing

assessment is to ensure the
learners understanding about
how to say something in ones
own words, to avoid plagiarizing,
to offer some variety in
expression.
 Guided Questions and Answer

A guided question and answer

format in which the test
administrator poses a series
questions that essentially serve
as an outline of the developing
written text.
 Paragraph Construction Tasks

In paragraph construction tasks, is one kind of the assessment in writing

that focus on the writer in contracted a good paragraph, so the reader can
understand what the meaning of the text or paragraph itself. Therefore, in
assessing paragraph construction tasks, there are difference forms in
developing paragraph.
1. Topic Sentence Writing
2. Topic development within a paragraph
3. Development of main and supporting ideas across paragraphs.
 Strategic Options

in developing writing the writer need to be aware of the task that has been
required and focus on the genre of writing and the expectations of that
genre.
1. Attending to task
2. Attending to genre
 ISSUES IN ASSESSING RESPONSIVE AND EXTENSIVE
WRITING

Content validity
Authentic or real word context
Authenticity
Formative, not summative
Washback is more importance

There are many difference scoring

Scoring
rubrics option.

Time Relies on essential drafting process

 TEST OF WRITTEN ENGLISH (TWE)
One of the number of
internationally available
standardized tests of writing
ability is the Test of Written
English (TWE)
The TWE is in the category of a
timed impromptu test-takers are
under a 30 minute time limit and
are not able to prepare ahead of
time for the topic that will appear
Third bullet point here
Topics are prepared by a panel of
experts following specifications
for topics that represent
commonly used discourse and
thought patterns at the university
level.
SCORING PROCEDURES FOR WRITING BY WEIGLE
(2002)

Holistic Scoring
Primary Trait Scoring
Analytic Scoring
PRIMARY TRAIT
SCORING

In Primary trait scoring, teachers

focus on a particular component of
the writing.
 Advantages Disadvantage

Focus on one trait or Probably not fair to

skill at a time base grades on
May be more these rubrics
informative for Cannot be applied
writers, especially at to other tasks
the beginning level without revision
Helpful in the
classroom
HOLISTIC SCORING
The result is a more general
description for categories but
includes the different elements of
writing implicitly or explicitly. The
result is usually a global grade, such
as A, B, C, D, E or 0-10 levels.
TOEFL SCORING
 Advantages Disadvantage

Fast evaluation Applicability to writing across

Relatively high inter-rater many different disciplines
reliability
The fact that scores represent
standards that are easily
interpreted by lay persons
The fact that scores tend to
emphasize the writers
strengths
Applicability to writing across
many different disciplines
ANALYTIC SCORING
In analytic scoring, students' writing is
evaluated based on detailed grades for
elements of writing such as vocabulary,
grammar, composition, or mechanics
 Advantages Disadvantage
Numerical scores alone not
Offers more sufficient for helping
washback students become better
writers
More in-depth More time consuming to
Offers feedback on create than holistic
more aspects of More difficult to create an
analytic rubric
student writing Genre dictates variation in
scoring