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01 02 03 Recap on assessing Real-life writing and Different ways - - PDF document

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01/06/2020 ASSESSING WRITING ONLINE Alberto Costa Pablo Toledo Agenda 01 02 03 Recap on assessing Real-life writing and Different ways of writing validity assessing 04 05 06 Developing and Ways of giving Supporting every

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ASSESSING WRITING ONLINE

Alberto Costa Pablo Toledo

Agenda

01

Recap on assessing writing

04

Developing and assessing writing

02

Real-life writing and validity

05

Ways of giving feedback online

03

Different ways of assessing

06

Supporting every teacher

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Recapping

Challenges of assessing writing

What are some of the challenges teachers face when assessing their learners’ writing? e.g. knowing what to focus on

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  • Knowing what to concentrate on when

making an assessment

  • Giving meaningful and motivating

feedback to the learner

  • Knowing how much correction to give

the learner

  • Encouraging learners to peer- or self-

assess their writing

  • Using clear descriptors to assess

writing

Challenges of assessing writing

Some ideas

Challenges of assessing writing

Are we measuring skills that are relevant to real- life language use?

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Challenges of assessing writing

Are we measuring skills that are relevant to real-life language use?

Challenges of assessing writing

Are we measuring skills that are relevant to real-life language use?

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What makes writing good? The reader understands the message Good spelling, correct grammar and clear punctuation Clear connection of ideas The register (formal/informal) and tone of the language is appropriate All of the above

Real-life writing and validity

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01/06/2020 6 There are three main things we need to bear in mind when we write. We need to know:

  • WHAT we are going to say;
  • HOW we are going to say it;
  • And the EFFECT our message will have on the reader.

Writing in Real Life Validity Are we measuring skills that are relevant to real-life language use?

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A sample writing task

Define what you want to assess

Can write very short, basic descriptions of events, past activities and personal experiences. Writing task at level A2 in the CEFR Written production scale

Validity

Are we measuring skills that are relevant to real-life language use?

target reader context purpose text type topic

Write & Improve Beginner Workbook A note: A party

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How can we make sure that we measure all writing by the same standard? How can we make sure that we are using the same standard as other teachers?

Reliability

  • 1. Define what you want to assess
  • use CEFR descriptors
  • 2. Select or design a task
  • an email requesting information at B1
  • an opinion article at B2,
  • an essay evaluating abstract ideas at C1
  • 3. Do a final check
  • task instructions
  • time available / number of words
  • explicit assessment criteria

Reliability

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01/06/2020 9 Content

  • How well the candidate has completed the task

Communicative achievement

  • How appropriate the writing is for the task

Organisation

  • How the candidate puts together the piece of writing

Language

  • Vocabulary and grammar

Criteria for Assessing Writing

Different ways of assessing

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Share your thoughts

How do you provide writing feedback that is formative and informative?

  • Are they assessing the same things
  • Are they assessing the same way?
  • What is relevant (and what is not) for

each of them?

  • How do they decide what is

relevant/irrelevant, good/bad, desirable/undesirable?

Different ways of assessing

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Two classic functions of assessment Formative assessment Summative assessment Two orientations of assessment

When and why Measures the learning that has already happened Promotes an improvement

  • f learning

Let’s cook better so they will like it We like what they’ve cooked

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Share your thoughts

How do you provide writing feedback that is formative and informative?

  • To make learners aware of their own strengths and weaknesses in relation to the

standards required in the exam

  • To inform the teacher of areas for development and/or revision
  • To encourage critical self-awareness in the learners

Giving formative feedback

What we provide writing feedback for

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Developing and assessing writing

Assessing writing (summative)

Exam item – Creative writing (Key for Schools 2020)

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CEFR Descriptor / Composite

Level A2 – Creative writing

Can write very short, basic descriptions of events, past activities and personal experiences.

Components Knowledge of contextual vocabulary and how to spell the words Knowledge of adjectives including possessive adjectives and their position Knowledge of some simple verbs including to be and to have in the past tense Knowledge of how to sequence events and link them with basic connectors like “and", “but” and “because”. Basic text organisation skills e.g. paragraphing

Developing [and assessing] writing (formative)

You want to help your students to write a good story and you suggest the task below

(Key for Schools 2020):

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Process Writing

“Process Writing is an approach to teaching writing that allows the teacher and the students to go through the process of producing a text together.” tiny.cc/processwriting Pre-writing Writing / Revising Editing

  • Brainstorming

ideas;

  • Planning;
  • Organising;
  • Selecting ideas.

Getting feedback from the teacher Exchanging drafts with peers Reorganising ideas Adding, changing or removing parts of the text Changing words and expressions Checking punctuation and spelling Checking grammatical inaccuracies Proof-reading

Publish the final version Formative assessment

Process Writing in Action

Some things you can do in the process writing stages:

Pre-writing Writing / Revising Editing Publish the final version

(Key for Schools 2020)

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Process Writing in Action

Some things you can do in the process writing stages:

Pre-writing Writing / Revising Editing

Brainstorming ideas:

  • Picnic food
  • Weather
  • Relationship
  • Outdoor activities …

Planning/Organising:

  • Series of events
  • Sequence of

events… Selecting ideas:

  • Decide on what to

include/leave out… Feedback from the teacher on:

  • Sequencing Ideas/language

Exchanging drafts with peers:

  • Pair/group writing
  • Circle writing

Reorganising ideas

  • Adding, changing or removing

parts of the text

  • Changing words and

expressions.

Language:

  • Checking punctuation

and spelling

  • Checking grammatical

inaccuracies/Proof- reading: Redrafting text

  • Peer editing
  • Final draft

Publish the final version

Content

  • Have they done what they were asked to do?

Communicative achievement

  • Is it informal or formal?

Organisation

  • Is it in a logical order?

Language

  • Is there a range of structures/lexis?
  • Is the language accurate?

Process Writing - Criteria

Process writing is a good approach to ensure we meet the Cambridge criteria for assessing writing:

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Developing [and assessing] writing (formative)

You want to help your students to write a good story and you suggest the task below

(Key for Schools 2020):

Developing [and assessing] writing (formative)

Suggestion I

……………………………… ……………………………… ……………………………… ……………………………… ……………………………… ……………………………… ……………………………… ……………………………… ……………………………… ……………………………… ……………………………… ……………………………… ……………………………… ……………………………… ………………………………

(Key for Schools 2020)

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Developing [and assessing] writing (formative)

Suggestion II

Last Saturday I went to a picnic with my friends. First, we put the fruit, sandwich and

  • range juice in my bag, then we went to the park. When we arrived at the park, we ate
  • n the floor. Then Tom and Lucy went to the lake and Michel and I saw them.

Last ………… I went to a ……….. with my ……….. First, we …………………………, then we ……………….. . When we arrived at the …………., we ……………... Then…………………...

(Key for Schools 2020)

Developing [and assessing] writing (formative)

Suggestion III

Last Saturday I went to a picnic with my friends. First, we put the fruit, sandwich and

  • range juice in my bag, then we went to the park. When we arrived at the park, we ate
  • n the floor. Then Tom and Lucy went to the lake and Michel and I saw them.

…………………………………………………………………………….……………………… …………………………………………………………………………….……………………… …………………………………………………………………………….………………………

(Key for Schools 2020)

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Developing [and assessing] writing (formative)

Suggestion IV

…………………………………………………………………………….……………………… …………………………………………………………………………….……………………… …………………………………………………………………………….……………………… …………………………………………………………………………….……………………… …………………………………………………………………………….………………………

(Key for Schools 2020)

Ways of Giving Feedback Online

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Proofing in Word Proofing in Word

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Proofing in Word Proofing in Word

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Proofing in Word

Record your feedback and send to students:

  • WhatsApp
  • Email
  • www.voicespice.com
  • r…

Record your own video feedback!

More than words

Speak your feedback!

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Loom

www.loom.com/

Students can control the speed Loom.com is a screen- recording tool You can record your screen and your webcam Can be faster – and more personal – than traditional marking Loom automatically creates a link so you can send the video

TechSmith Capture

www.techsmith.com/jing-tool.html

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Improve your writing fast. It's free. 1. Practise writing English 2. Get your grade in seconds 3. Look at the feedback and make changes 4. Keep improving! Write & Improve is a free tool for learners of English that marks writing in seconds. It is provided in association with Cambridge Assessment English.

Write & Improve

writeandimprove.com/

Write & Improve

writeandimprove.com/

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01/06/2020 25 writeandimprove.com/

Edit your work here.

+ Class View (for teachers)

Writing practice made simple 1. Set writing tasks for learners 2. Receive their work, already marked 3. Add your feedback and grade 4. Get task, learner and class reports 5. Save time and watch your learners improve

Write & Improve

writeandimprove.com/

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Please take part in our survey https://www.surveymonkey.co.uk/r /web3assess Sign up for user testing and research with Cambridge English beta.cambridgeenglish.org/article/ create/we-value-your-feedback Shaping the future of learning and assessment

Write your questions about assessing writing online in the chat box

Any questions?

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Supporting Every Teacher

www.cambridgeenglish.org/teaching-english/resources-for-teachers/webinars/

Upcoming webinars

Check this website for upcoming webinars:

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The CEFR

Common European Framework of Reference Companion Volume with New Descriptors Video: Applying the CEFR to your curriculum

Supporting every teacher

cambridgeenglish.org/supporting-teachers

From blogs and online courses, to free exam preparation and materials, we have a range of materials to support you and your learners as you adapt to new ways of teaching online.

www.facebook.com/CambridgeEnglishTeaching/

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Our free interactive support pack for teachers

view.pagetiger.com/cambridge-english-teacher-support-pack

  • Quick access to our exam preparation

materials for all Cambridge English Qualifications.

  • Free digital resources, games and

support for parents.

  • Ideas and tools to help you support your

students.

  • Villas Boas, Isabela (2017) Teaching EFL Writing – A Practical Approach for Skills-integrated Contexts. Cengage.
  • Celce-Murcia et al. (2014) Teaching English as a Second or Foreign Language. National Geographic Learning – Cengage

Learning.

  • Brown (2003) Language Assessment: Principles and Classroom Practices. Longman Addison Wesley Prentice Hall ELT
  • The Cambridge Assessment English Principles of Good Practice – last accessed on 31st May 2020
  • Carter & Nunan (2001 - 14th printing 2012) The Cambridge Guide to Teaching English to Speakers of Other Languages.
  • CUP. Chapter 4.
  • Harmer, Jeremy (2004) How to Teach Writing. Pearson
  • Assessing Writing & Speaking Performance (2012) Research Notes Issue 49:

https://www.cambridgeenglish.org/Images/23166-research-notes-49.pdf

  • Handbooks for teachers: Key for Schools (https://www.cambridgeenglish.org/Images/515230-a2-key-for-schools-handbook-

2020.zip)

  • What is Process Writing? What is ELT? blog post - last accessed on 31st May 2020.

References

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THANK YOU