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Assessing Writing Descriptive Text

Posted by Teaching English 4 All September 5, 2010 Leave a comment
Filed Under descriptive, descriptive text, rubric, teaching, text
OMalley and Pierce (1996) state that writing assessment should evaluate more aspects of
writing than just mechanic and grammar, and should capture some of the processes and
complexity involved in writing so that the teacher can know in which aspects of the writing
process students are having different. Two important components in the assessment of writing are
the nature of task, or prompt and the scoring criteria or rubric. Djiwandono (1999) and OMalley
and Pierce (1996) stated that a writing prompt defines the task for the students writing
assessment. Furthermore, OMalley and Pierce (1996) state that writing assessment can be used
most effectively with instruction when the criteria for scoring written products are clear to the
students and when the students see an obvious relationship between what they have written and
the scores they have received.
The following is the example of rubric on assessing the students writing. It focus on the
students ability in writing descriptive text.

The Rubric for Assessing Writing Descriptive Text

From the analytic scoring rubric for writing, each unit is scored from 1 to 4 and weighted based
on its worth to the final draft of the descriptive text. The content is weighted 30% since it can be
more worth that the other aspects. The organization and the grammar are weighted 20%
respectively as they are more worth than vocabulary and mechanic. As there is a little anxiety
around the last two aspects, vocabulary and mechanic, the small weighting is attached to them.
They are weighted 15% respectively.
References
Djiwandono, S, M. 2008. Tes Bahasa; Pegangan Bagi Pengajaran Bahasa, Jakarta; PT. Indeks.

OMalley, J.M & Pierce, L.V. 1996. Authentic Assessment for English Language Learners :
Practical Approaches for Teachers. Massachusetts: Addison Wesley Publishing Company.
Brown, H. D. 2007. Teaching by Principles: An Interactive Approach to Language Pedagogy.
(2nd ed.). New York: Longman
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