The CCCC Statement on Second Language Writing and Writers calls on us "to recognize the regular presence of second-language writers in writing classes, to understand their characteristics, and to develop instructional and administrative practices that are sensitive to their linguistic and cultural needs.
Because assessment offers information about student performance and the factors which affect that performance, it is an important way world writing assessment programs or departments to monitor and develop their practice.
The higher the stakes, the more important it is that assessment be direct rather than indirect, based on actual writing rather than on answers on multiple-choice tests, and evaluated by people involved in the instruction of the student rather than via machine scoring. Best assessment practice is continually under review and subject to change by well-informed faculty, administrators, and legislators.
In this context, assessments that make use of substantial and sustained writing processes are especially important.
Even when students cannot choose their own topics or formats, there are usually multiple acceptable routes towards constructing a product or performance. Assessment of Programs Program assessment refers to evaluations of performance in a large world writing assessment, such as students in a multi-section course or majors graduating from a department.
If assessment employs machine scoring, whether of actual writing or of items designed to elicit error, it is particularly essential that every effort be made through statistical verification to see that students, individually and collectively, are placed in courses that can appropriately address their skills and abilities.
Best assessment practice includes assessment by peers, instructors, and the student writer himself or herself. At the end, the Assembly votes by secret ballot on whether or not to award a diploma. This position statement may be printed, copied, and disseminated without permission from NCTE.
If scoring systems are used, scores should derive from criteria that grow out of the work of the courses into which students are being placed.
Assessments of written literacy should be designed and evaluated by well-informed current or future teachers of the students being assessed, for purposes clearly understood by all the participants; should elicit from student writers a variety of pieces, preferably over a substantial period of time; should encourage and reinforce good teaching practices; and should be solidly grounded in the latest research on language learning as well as accepted best assessment practices.
Assessing authentic acts of writing simultaneously raises performance standards and provides multiple avenues to success. In spite of the diverse uses to which writing assessment is put, the general principles undergirding it are similar: Assessing authentic acts of writing simultaneously raises performance standards and provides multiple avenues to success.
Furthermore, assessments that are keyed closely to an American cultural context may disadvantage second language writers. In contrast, authentic assessments allow more student choice and construction in determining what is presented as evidence of proficiency.
There is no test which can be used in all environments for all purposes, and the best assessment for any group of students must be locally determined and may well be locally designed. If teachers focus primarily on the sample to be tested during instruction, then good performance on that sample does not necessarily reflect knowledge of all the material.
Colleges, universities, and secondary schools should make use of assessments as opportunities for professional development and for the exchange of information about student abilities and institutional expectations. There is not one correct answer to copy. Even when the placement process entails direct assessment of writing, the system should accommodate the possibility of improper placement.
Other indirect assessments, such as Compass and Accuplacerare used to place students into remedial or mainstream writing courses. The return on investment from the direct assessment of writing by instructor-evaluators includes student learning, professional development of faculty, and program development.
If students are placed according to scores on such tests, the ranges of placement must be revisited regularly to accommodate changes in curricula and shifts in the abilities of the student population.Writing strategies used in “reverse” as comprehension strategies; ana- with an effective vocabulary that matches real world standards for appreciating the quality of a piece of writing and identifying oppor-tunities for improvement.
General. SAMPLE ASSESSMENT RUBRICS Generic Rubrics for World Languages Adapted fromNebraska K Foreign Language Frameworks, Generic Rubric for Written Materials—Creative Writing (3rd- or 4th-year students) Outstanding Satisfactory Poor 32 1.
For example, when presented with a real-world problem to solve, students are learning in the process of developing a solution, teachers are facilitating the process, and the students' solutions to the problem becomes an assessment of how well the students can meaningfully apply the concepts.
Assessing Writing embraces internationalism and will attempt to reflect the concerns of teachers, researchers and writing assessment specialists around the world, whatever their linguistic background.
SAMPLE ASSESSMENT RUBRICS Generic Rubrics for World Languages Adapted fromNebraska K Foreign Language Frameworks, Generic Rubric for Written Materials—Creative Writing (3rd- or 4th-year students) Outstanding Satisfactory Poor 32 1.
Writing assessment is useful primarily as a means of improving teaching and learning. The primary purpose of any assessment should govern its design, its implementation, and the generation and dissemination of its results.Download