Escolar Documentos
Profissional Documentos
Cultura Documentos
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 MACRO SKILLS OF WRITING
(IMITATIVE AND INTENSIVE) (RESPONSIVE AND EXTENSIVE)
1. Produce graphemes and orthographic patterns
of English. 1. Use the rhetorical forms and conventions of
written discourse.
2. Produce writing at an efficient rate of speed to
suit the purpose. 2. Appropriately accomplish the communicative
functions of written texts according to form and
3. Produce an acceptable core of words and use purpose.
appropriate word order patterns.
3. Distinguish between literal and implied
4. Use acceptable grammatical systems (tense, meanings when writing.
agreement, pluralization), patterns, and rules.
4. Correctly convey culturally specific references in
5. Express a particular meaning in different the context of the written text.
grammatical forms
6. Use cohesive devices in writing discourse
Micro Skills Macro Skills
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:
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
Genre
Stimulus Material
Time Allotment
Instructions
Choice of Tasks
Transcription Mode
1. Copying
2. Listening cloze selection task
Task in (Hand) writing letters, 3. Picture-cued task
words, and punctuation 4. Form completion task
5. Converting numbers and abbreviations
to words
Imitative
1. Spelling test
Spelling task and detecting 2. Picture cued-task
phoneme-grapheme
3. Multiple choices techniques
correspondences
4. Matching phonetics symbols
Copying
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.
Strategic Options
Paraphrasing
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
Holistic Scoring
Primary Trait Scoring
Analytic Scoring
PRIMARY TRAIT
SCORING