Writing assessment
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This document outlines approaches to writing assessment in schools. It discusses the purpose of writing assessment, which is to identify skills that need improvement, monitor student progress, and guide instruction. It also covers types of writing like informative, expressive, and persuasive pieces. Assessment methods discussed include process writing, rubrics to evaluate content, clarity, and mechanics, self-assessment using tools like checklists, peer assessment through activities like conferencing, and portfolio assessment to track growth over time. The document emphasizes using a variety of informal and formal assessments to obtain a well-rounded picture of students' abilities and inform instruction.
Writing assessment
- 1. Writing Assessment EDUC 585 Amina Qatan December 8, 2014
- 2. Outline Nature of Writing in Schools The Writer Purpose of Writing assessment Types of Writing Writing Genres Instructional Approaches in Assessment Authentic assessments Criteria of Writing Assessment Types of Scoring & Stages of Writing Development Self & peer Assessment Frame Writing & Writing Portfolio Instructional Uses of Writing Assessment Conclusion
- 3. Nature of Writing in Schools Writing assessment is a teacher-centered approach in setting up a criteria which is mainly based on: Content Clarity Writing Mechanics; spelling, capitalization & punctuation & grammar. Despite the importance of writing, many high school students do not learn to write well enough to meet the demands of school or the workplace because of; More focus on component skill in sequential order rather than the content. Isolate teaching writing from reading and other skills. Over focus given to Writing Mechanics & grammar in account to content of the composition. Therefore, authentic assessment measures are performance-based, and should be used to guide instruction (Evaluation Springboard.org, 2006).
- 4. The Writer The writer draws on background knowledge and complex mental processes in developing new insights. Thus, students are highly advised to incorporate the content of the topic to their own unique approach of writing: How can they do so? Four types of knowledge: Knowledge of content. Procedural knowledge to organize the content. Knowledge of conventions. Procedural knowledge to integrate all the above.
- 5. Purpose of Writing Assessment identify skills that need review, monitor student progress, guide teacher instruction, demonstrate the effectiveness of instruction, provide teachers with information on how the instruction can be improved.
- 6. Types of Writing Informative: describes events, experiences analyzes causes & effects composes a biography about a person Expressive/narrative: personal & imaginative observations and interpretations composes an autobiography. i:e more “fun” Persuasive: influences, initiates, analyses & argues any topic of interest to convince for a specific point of view
- 7. Writing Genres Biographies Essays Stories Journal entries Letters Newspaper reports Manuals Research papers Dialogue journals Learning logs
- 8. Instructional Approaches in Assessment Process Writing: interactive (S-S) or (T-S) through: 1. Prewriting: graphic organizer, brainstorm ideas 2. Writing: in class or at home. 3. Postwriting: revise, edit and evaluate the writing-in- process. Writing Across the Curriculum: Students write to: 1. Manipulate information 2. Consolidate prior knowledge 3. Prepare further learning activities 4. Reformulate prior knowledge
- 9. Authentic assessments benefit students best when they are utilized across the curriculum. Summaries, journaling, quick-writes, rewriting a story, and letter-writing are some examples of well-designed activities that provide teachers with fast authentic assessments of student performance. A variety of writing rubrics are available from reliable sources that can assist teachers and students before, during, and after writing activities. It is also suggested that peer editing can be utilized to provide interaction among students. Students often benefit from reading, editing, and rewriting one another’s work.
- 10. Criteria of Writing Assessment invite the desired type of writing or genre. engage the thinking, problem-solving, composing, and text-making processes central to the type of writing. be challenging for many students and accessible to all. provide equitable opportunities for all students to respond. produce interesting, not just proficient writing. be liked by many students.
- 11. Examples Writer Checklist: it should mirror the components of the scoring rubric to rate the student writing. E.g (p141) Integrated Language Assessment: it should observe & assess integrated skills like reading, speaking & writing
- 12. o Holistic Scoring: rates all the criterion in the rubric like organization, fluency word choice and Mechanics. (p143) o Primary Trait: rates specifically one or more of the mentioned above. o Analytic Scoring: rates each criteria separately. (p145) 1. Pre-Emergent 2. Emergent 3. Dependent 4. Developing 5. Independent 6. Fluent 7. Proficient p146
- 13. Writing Conferences Research on the writing process advocates that writers learn most efficiently about writing when they share and reflect on their writing. In classrooms, this is most commonly done through writing conferences as part of the revision stage. Whether they occur with pairs, with small groups, or with the teacher, the social benefits of sharing writing improves writing (Reading Rockets, 2011d). Donald Graves (1982) identified six characteristics of successful writing conferences. Conferences should: (a) have a predictable structure; (b) focus on a few points; (c) demonstrate solutions to students' problems; (d) permit role reversals; (e) encourage use of a vocabulary appropriate for writing; and (f) stimulate pleasure in writing. Most teachers use some variation of these characteristics in their classrooms across the curriculum.
- 14. Self Assessment encourages students to; o think about their purpose of writing and o reflect on what and how much they are learning through; Dialogue journals Learning logs Surveys of Interests & awareness Writing Checklists
- 15. Peer Assessment Revising one’s writing is a way to learn about the craft of writing. Learning to revise, teaches students about the characteristics of good writing, which will help to improve the quality of their future writing. Revision skills complement reading skills and require that writers distance themselves from their writing in order to critically evaluate their own work (Reading Rockets, 2011c). It is important to instill good revision practices in young writers because it gives them an opportunity for reflection about their process. Peer editing has proven to be a successful way to help students develop revision skills (Graham & Harris, 2007, as cited by Reading Rockets, 2011c). This is particularly true when peer groups have explicit goals for revision (MacArthur, 2007, as cited by Reading Rockets, 2011c).
- 16. Framed writing models are graphic organizers that offer students a solid framework in which to write paragraphs and essays. The instructor-provided frame guides students through a formal writing structure while making available scaffolding for writing skills like transitional sentences and compound-complex syntax (Reading Rockets, 2011). An individual portfolio is an informal way to assess. It models reflection of their own work while encouraging students to take an active role in learning information they feel they have not yet mastered (Reading Rockets.org, 2011b). This allows the teacher to compare and check the progress of students over the course of an academic year. Portfolio
- 17. Instructional Uses of Writing Assessment Assess the stages of writing development for students gradually. Assess writing in the context of other language skills, when appropriate Assess all domains of writing. Include self assessment of writing, share scoring rubrics, and involve students in setting criteria well as in developing and selecting writing prompts. Assess the products of written efforts. Use multiple assessments of writing various purposes, genres, and content areas, including written summaries and learning logs. Include writing samples in portfolios to illustrate student growth over time. Use the results of writing assessments and of your conferences with students to plan instruction and identify student strengths and areas of shortcomings that need to be developed.
- 18. Both instructor and student benefit from the results of initial and ongoing assessment. Informal assessments (partner reading, class discussion, role- playing, brainstorming, etc.): provide a more well-rounded picture of their skills, abilities, and ongoing progress. design immediate instruction based on the results of informal assessment. Mastering reading and writing skills are extremely important because they are used in every subject area. Achieving these skills at every level of learning helps students to be successful life-long learners. Conclusion
- 19. Thanks