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Assessing WritingULFAH NABILA 3C

HELNI ARISTIANI 3D

WAHYUDIN 3D

NURHIDAYAT 3C

FAISAL RAHMAN 3D

KAMSRI 3C

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∗ The abilit t! "rite has

be#!$e an in%is&ensable s'illin !(r gl!bal literate#!$$(nit)

∗ The assess$ent !* "riting is

n! si$&le tas') As !(#!nsi%er assessing st(%ents+"riting abilit, as (s(al !(

nee% ! be #lear ab!(t !(r

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/enres

!*"rittenlang(ag

e

A#a%e$

i#"riting

0!b1relate%"riting

2ers!nal"riting

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GENRES OF WRITTEN LANGUAGE

ACADEMIC WRITING2a&er an% general s(b-e#t re&!rts, Essas, #!$&!siti!n,

a#a%e$i#all *!#(se% -!(rnal

Sh!rt1ans"er test res&!nses, te#hni#al re&!rts, theses,%issertati!n)

JOB-RELATED WRITINGMessages, letterse1$ails, $e$!s, re&!rts, s#he%(les,

a%.ertise$ent, ann!(n#e$ents, $an(als

PERSONAL WRITINGLetters, e1$ails, greeting #ar%s, in.itati!ns, $essages, n!tes,

%iaries

Calen%ar entries, sh!&&ing lists, re$in%ers, 4nan#ial

%!#($ents,F!r$s, 5(esti!nnaires, $e%i#al re&!rt, i$$igrati!n

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T&es !*"riting

2er*!r$an#

e

I$itati

.e

Intensi.e6#!ntr!lle

%7

Res&!nsi.e

E8tensi.

e

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I $

i t a t i . e

T! &r!%(#e "rittenlang(age basi#

tas' !* "ritingletter, "!r%s,&(n#t(ati!n an%

.er brie*

senten#es) The #ateg!r in#l(%esthe abilit t! s&ell#!rre#tl an% t!

&er#ei.e9

2h!ne$e1gra&he$e#!rres&!n%en#es inthe English s&elling

sste$)

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Intensi.e6C!ntr!lle%7

2r!%(#inga&&r!&riate

.!#ab(lar "ithin a#!nte8t,

#!ll!#ati!ns an%i%i!$s an% #!rre#t

gra$$ati#al*eat(res

M!res #!n#erne%"it *!#(s !n *!r$,

an% are ratherstri#tl #!ntr!le% b

the test %esign)

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Res&!nsi.e

Tas's re5(ire learners t! &er*!r$ at li$ite%%is#!(rse le.el, #!nne#ting senten#es int! a&aragra&h an% #reating a l!gi#all #!nne#te%

se5(en#e !* t"! !r three &aragra&hs

/enres !* "riting in#l(%e brie* narrati.es an%%es#ri&ti!ns, sh!rt re&!rt, lab, re&!rts,s($$aries, brie* res&!nses t! rea%ing, an%

inter&retati!ns !* #harts !r gra&hs)

F!r$1*!#(se% attenti!n is $!stl at the%is#!(rse le.el "ith a str!ng e$&hasis !n

#!nte8t an% $eaning)

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E8tensi.eI$&lies s(##ess*(l $anage$ent !* all the&r!#esses an% strategies !* "riting *!r all

&(r&!ses, (& t! the length !* an essa , atea$ &a&er, a $a-!r resear#h &r!-e#t

re&!rt)

F!#(s !n a#hie.ing a &(r&!se, !rgani:ingan% %e.el!&ing i%eas l!gi#all, (sing%etails t! s(&&!rt !r ill(strate i%eas)

F!#(s in gra$$ati#al *!r$ is li$ite% t!!##asi!nal e%iting !r &r!!*rea%ing !* a

%ra*t)

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∗Mi#r!1s'ills 9 The earlier $i#r!1s'ills a&&l $!re a&&r!&riatel t!i$itati.e an% intensi.e t&es !*"riting tas')

∗Ma#r!1s'ills9 Are essential *!r hes(##ess*(l $aster !* res&!nsi.e

an% e8tensi.e "riting)

Mi#r!1 an% Ma#r!1s'ills !* "riting

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∗Micro-skills:

∗ 2r!%(#e gra&he$es an% !rth!gra&hi#&atterns !* English)

∗ 2r!%(#e "riting at an e;#ient rate !* s&ee%t! s(it the &(r&!se)

∗ 2r!%(#e an a##e&table gra$$ati#al sste$s∗ E8&ress a &arti#(lar $eaning in %i<erent

gra$$ati#al *!r$)

∗ Use #!hesi.e %e.i#es in "ritten %is#!(rse)

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∗ Macro-skills9

∗ Use the rhet!ri#al *!r$s an% #!n.enti!ns !* "ritten%is#!(rse)

∗ A&&r!&riatel a##!$&lish the #!$$(ni#ati.e *(n#ti!ns !*"ritten te8ts a##!r%ing t! *!r$ an% &(r&!se

∗ C!n.e lin's an% #!nne#ti!ns bet"een the e.ents an%#!$$(ni#ate s(#h relati!ns a $ain i%ea, s(&&!rting i%ea,ne" in*!r$ati!n, gi.en in*!r$ati!n, generali:ati!n, an%

e8e$&li4#ati!n)∗ Disting(ish bet"een literal an% i$&lie% $eaning "hen

"riting)

∗ C!rre#tl #!n.e #(lt(rall s&e#i4# re*eren#es in the #!nte8t

!* the "ritten te8t))

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Tas's in =han%>"riting letters,

"!r%s, an%2(n#t(ati!n

?)1 C!&ing

@)1F!r$#!$&leti!n tas'

• )1 Listening #l!:esele#ti!n tas's

• 3)12i#t(re1#(e%tas's)

• )1 C!n.ertingn($bers an%abbre.iati!ns t!"!r%s)

Designing assess$ent tas's9I$itati.e "riting

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copying, a test ta'ers #!& letters !r"!r%s)

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Listening cloze selection tasks,#!$binati!n !* %i#tati!n "ith a "rittens#ri&t that has relati.el *re5(ent

%eleti!n rati!)

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C!n.erting n($bers

An% abbre.iati!ns t! "!r%s

Picture-cued tasks,*a$iliar &i#t(res are%is&lae%, an% test1ta'ers are t!l% t! "rite

the "!r% that the&i#t(re% re&resents)

Form completion tasks, (sea si$&le *!r$ 6registrati!n,a&&li#ati!n, et#)7 that as's *!r

na$e, a%%ress, &h!nen($ber, an% !ther %ata)

Convertingnumbers and

abbreviations to words, ase#ti!n !*n($bers an%abbre.iati!nsare "ritten,

an% the test1ta'ers are%ire#te% t!"rite !(t then($bers !rabbre.iati!ns

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S&ellingtests

2i#t(re1#(e%tas's

Mat#hing&h!neti#s

s$b!ls

M(lti&le1#h!i#e

te#hni5(es

S&elling Tas's an% %ete#ting 2h!ne$e1/ra&he$e #!rres&!n%en#es)

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Spelling tests, the tea#her %i#tates a si$&le list !*"!r%s, !ne "!r% at a ti$e, *!ll!"e% b the "!r% in asenten#e, re&eate% again, "ith a &a(se *!r test1ta'ers t!"rite the "!r%)

Picture-cued tasks, &i#t(re% are %is&lae% "ith the!b-e#ti.e !* *!#(sing !n *a$iliar "!r%s "h!se s&elling$a (n&re%i#table)

Multiple-choicetechniues,&resenting "!r%s

an% &hrase in the*!r$ !* a $(lti&le1#h!i#e tas' ris')

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Matching phonetic symbols,the #!(l% be sh!"n &h!neti#s$b!ls an% as'e% t! "rite the

#!rre#tl s&elle% "!r%al&habeti#all)

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DESI/NIN/ ASSESSMENT TASKS9INTENSIE 6CNTRLLED7 WRITIN/

Dictatio a! !icto-co"# $l% &'

A *!r$ !* #!ntr!lle% "riting relate% t! %i#tati!n is dicto-comp)Here, a &aragra&h is rea% at n!r$al s&ee%, (s(all t"! !r

three ti$es, then the tea#her as's the st(%ents t! re"rite the

&aragra&h *r!$ the best !* their re#!lle#ti!n)Gra""atical tras(or"atio tasks $r% &'

N($er!(s .ersi!n !* the tas's are &!ssible9 #hange the tensesin &aragra&h, #hange *(ll *!r$s !* .erbs t! re%(#e *!r$s

6#!ntra#ti!ns7, #hange state$ents t! esn! !r "h1 5(esti!ns,

#hange 5(esti!ns int! state$ents, #!$bine t"! senten#es int!!ne (sing a relati.e &r!n!(n, #hange %ire#t s&ee#h int!in%ire#t s&ee#h, an% #hange *r!$ a#ti.e t! &assi.e .!i#e)

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Pict)r*-c)*! tasks

!" Short sentences, a %ra"ing !*

s!$e si$&le a#ti!n is sh!"n thetest1ta'ers "rite a brie* senten#e)

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#" Picture description,test1ta'ers are as'e% t!%es#ribe the &i#t(re (sing*!(r !* the *!ll!"ing

&r!&!siti!n9 !n, !.er,(n%er, ne8t t!, ar!(n%, et#)

$" Picture seuencedescription, a se5(en#e !*three t! si8 &i#t(res%e&i#ting a st!r line #an&r!.i%e a s(itable sti$(l(s*!r "ritten &r!%(#ti!n) the&i#t(res $(st be si$&lean% (na$big(!(s be#a(sean !&en1en%e% tas's at thesele#ti.e le.el "!(l% gi.e

test1ta'ers t!! $an!&ti!ns)

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+oca,)lar ass*ss"*t tasks

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Or!*ri. tasks!r%ering 6re!r%ering7 a s#ra$ble% set !* "!r%s int! a #!rre#tsenten#es)

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S/ort-as&*r a! s*t*c*-co"#l*tio tasks

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ISSUES IN ASSESSING RESPONSI+E AND E0TENSI+EWRITING

Res&!nsi.e "riting #reates the !&&!rt(nit *!r test1ta'ers t! !<eran arra !* &!ssible #reati.e res&!nses "ithin a &e%ag!gi#al !rassess$ent *ra$e"!r')

The genres !* the te8t are t&i#all a%%resse% here are9

Sh!rt re&!rt 6"ith str(#t(re% *!r$ats an% #!n.enti!ns7Res&!nse an% s($$aries t! a rea%ing !* an arti#le !r st!r

Brie* narrati.es !r %es#ri&ti!ns

Inter&retati!ns !* gra&hs, tables, an% #harts

In e8tensi.e "riting, h!"e.er, the "riter has been gi.en e.en$!re *ree%!$ t! #h!!se9 t!&i#s, length, stle, an% s! !n)

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DESIGNING ASSESSMENT TAS1S:RESPONSI+E AND E0TENSI+E WRITING

/(i%e% "riting sti$(li

Para#/rasi. $r% l% &'

G)i!*! 2)*stio a! as&*rPara.ra#/ costr)ctio tasks $r%&'Topic sentence writingTopic development within a paragraph

Development of the main andsupporting ideas across paragraphStrat*.ic o#tio Attending to tasks Attending to genre

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Sta!ar!i3*! t*sts o( r*s#osi4* &riti.Test of written English scoring guide

5) De$!nstrates #lear #!$&eten#e in "riting !nb!th rhet!ri#al an% snta#ti# le.els, th!(gh it $aha.e !##asi!nal err!rs,6) De$!nstrates #!$&eten#e in "riting !n b!th

the rhet!ri#al an% snta#ti#al le.els, th!(gh it "ill&r!babl ha.e !##asi!nal err!rs7) De$!nstrates $ini$al #!$&eten#e in "riting!n b!th the rhet!ri#al an% snta#ti#al le.els8) De$!nstrates s!$e %e.el!&ing #!$&eten#e in

"riting, b(t it re$ains a"e% !n either therhet!ri#al !r snta#ti#al le.el, !r b!th9) S(ggest in#!$&eten#e in "riting) De$!nstrates in #!$&eten#e in "riting

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SCRIN/ METHDS FR RES2NSIE ANDEGTENSIE WRITIN/

;olistic scori., A single s#!re is assigne% t! an essa,

"hi#h re&resents a rea%er+s general !.erall assess$ent) F!re8a$&le, r(bri# *!r s#!ring !ral &r!%(#ti!n)

T/* a!4ata.*s:

Fast e.al(ati!n an% relati.el high inter1rater reliabilit

The *a#t that s#!res re&resent stan%ar%s+ that are easil

inter&rete% b la&ers!n The *a#t that s#!res ten% t! e$&hasi:e the "riter+s strength

A&&li#abilit t! "riting a#r!ss $an %i<erent %is#i&lines

Disa!4ata.*s:

ne s#!re $a'e %i<eren#e a#r!ss the s(bs'ills "ithin ea#hs#!re

N! %iagn!sti# in*!r$ati!n is a.ailable

The s#ale $a n!t a&&l e5(all "ell t! all genres !* "riting

Raters nee% t! be e8tensi.el traine% t! (se the s#ale

a##(ratel

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Pri"ar trait scori.% is a .ariati!n !* the h!listi# $eth!%in that the a#hie.e$ent !* the &ri$ar &(r&!se, !r trait, !*an essa is the !nl *a#t!r rate%) It *!#(ses !n h!" "ell

st(%ents #an "rite a narr!"l %e4ne% range !* %is#!(rse)

A &ri$ar traits s#!re "!(l% assess9 The a##(ra# !* the a##!(nt !* the !riginal 6s($$ar7 The #larit * the ste&s !* the &r!#e%(re an% the 4nal res(lt

6lab re&!rt7 The %es#ri&ti!n !* the $ain *eat(res !* the gra&h Jgra&h%es#ri&ti!n7 The e8&ressi!n !* the "riter+s !&ini!n 6res&!nse t! anarti#le7

Aaltic scori., assess as $an as si8 $a-!r ele$ents !*"riting are s#!re%, th(s enabling learners t! h!ne in !n"ea'nesses an% #a&itali:e !n strengths)Fi.e #ateg!ries 6Content, Organization, Vocaular!, "!nta#,$echanics7 t!tal &!ints is ?)

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BE<OND SCORING: RESPONDING TOE0TENSI+E WRITINGAss*ssi. iitial sta.*s o( t/* #roc*ss o( co"#osi.

F!#(s !( e<!rt &ri$aril !n $eaning, $ain i%ea, an%

!rgani:ati!n)

C!$$ent !n intr!%(#t!r &aragra&h

Ma'e general #!$$ents ab!(t the #lari* !* the $ain i%eaan% l!gi# !r a&&r!&riateness !* the !rgani:ati!n)

Ign!re $in!r gra$$ati#al an% le8i#al err!r, et#)

Ass*ssi. lat*r sta.*s o( t/* #roc*ss o( co"#osi.

C!$$ent !n the s&e#i4# #lari* an% strength !* all $aini%eas an% s(&&!rting i%eas an% !n arg($ent an% l!gi#)

Call attenti!n t! $in!r gra$$ati#al an% $e#hani#al err!rsb(t %ire#t the "riter t! sel*1#!rre#ti!n)

C!$$ent n an *(rther "!r% #h!i#es an% e8&ressi!n that$a n!t be a"'"ar% b(t are n!t as #lear !r %ire#t as the#!(l% be)

C!$$ent !n the a%e5(a# an% strength !* the #!n#l(si!n

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Bro&=

;=Do).las%Pria4a!aa,*&ickra"a=9>>= languageassessment% principles and

classroom practices= N<:P*arso*!)catio

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