Writing Assessment Methods

La enseñanza de la escritura en inglés desde el enfoque de los
géneros
Class 6: Genre-based Assessment
Writing Assessment Continuum
Self- o Writing Surveys / Questionnaires (appendix 1.a)

Assessment
o Writing Logs (appendix 1.b)
o Tools to allow pupils to reflect on positive aspects of their work and to

focus on an area for improvement (appendix 1.c) e.g.
- Prompts – the most important thing I learnt was... what I found
difficult was... what helped me best...
- Two Stars (identifying the positives) and a wish (identify area for
improvement)
- Ladders
- WWW (What Went Well) and EBI (Even Better If)
o KWL (appendix 1.d)
o Using a Rubric (Genre: narrative) (appendix 2.a)

Conferencing
o Using a Rubric (Genre: explanation) (appendix 2.b)
o Child/ Teacher Conference (appendix 2.c)
o Creating a Writing Portfolio

Portfolio
Assessment
o Bloom’s Taxonomy of Questioning
Questioning Evaluation check, critique, hypothesise, judge, debate
Synthesis create, compose, plan, design, propose, formulate, invent,

predict, construct, imagine, devise, combine
Analysis Analyse, compare, investigate, identify, order, connect;

distinguish, contrast, categorise, separate, explain, infer
Application Solve, use, construct, examine, apply, calculate, show,

illustrate, complete, classify, demonstrate, modify
La enseñanza de la escritura en inglés desde el enfoque de géneros. Clase 6 2018

Understanding Retell, summarise, describe, explain, discuss, interpret, outline,
predict, restate, compare, estimate, contrast
Knowledge tell, list, define, name, when, where, identify, show, state,
locate, relate, who
Teacher o Checklists for formal observations

Observation
Teacher-designed tasks and tests can be administered as individual tasks or group

Teacher- tasks. These may look at a variety of areas of writing development such as use of
Designed texts, conventions, understanding contexts, using strategies to spell, plan writing,
Tasks and proofread.
Tests
Appendix 1: Self Assessment Tools for Writing
Appendix 1.a: Questionnaires/ Surveys

Writing Survey
1. How do you feel when you are asked to write at school?
I like it Its all right I don’t like it
2. How often do you write at home?

Often Sometimes not at all
3. How often do you use the computer to write for a purpose?

Often Sometimes not at all
4. Do you prefer reading or writing?

Reading Writing
5. Rank yourself as a writer

Terrific very good Ok Not very good
6. What types of writing do you most like doing?

________________________________________________________________
7. What do you find easy about writing?

________________________________________________________________
8. What parts of writing would you like more help with?

_______________________________________________________________
(Adapted from First Steps Writing)
Writing Questionnaire
1) Name one piece of writing you did this term that you were really pleased with.
__________________________________________________
2) Why were you pleased with this piece of writing?

__________________________________________________
3) Do you find learning to write in English difficult? (tick one box)

All the time  sometimes  rarely  never 
4) What parts of learning to write in English do you find difficult?

_______________________________________________
5) Why is it so difficult?
_______________________________________________
6) What usually helps you when it’s a bit of a struggle to learn to write?
_______________________________________________
Writing Survey
Section A
(1) When I am writing, I make a plan beforehand of what I will write
 Always  Sometimes Never
(2) When I am writing, I read back over my work to check that it makes sense
(3) When I am writing, I think about who will read my work

Section B
(4) What do you do when you are writing and you can’t spell a word?
(5) What do you do if you can’t think of what to write?

___________________________________________________________________________
___________________________________________________________________________
Section C
(6) I like being a good writer
 Agree  Don’t know  Disagree
(7) I like to write at home

(8) I like to write at home

(9) I prefer writing to reading

(10) I would like to spend more time on writing

Appendix 1.b: Writing Log

My Writing Log

Name: _________________
Date: ______________________________________________________________
Purpose: ___________________________________________________________
Form: _____________________________________________________________
Comment: _________________________________________________________
Date: ______________________________________________________________
Purpose: ___________________________________________________________
Form: _____________________________________________________________
Comment: _________________________________________________________
Date: _____________________________________________________________
Purpose: ___________________________________________________________
Form: _____________________________________________________________
Comment: __________________________________________________________
Appendix 1.c: Pupil Self-Assessment Tools

Thinking About Your Writing

Name: _____________________
1) I found this piece of writing Easy Difficult (circle one)
2) The best part of this piece of writing is

_____________________________________________________________________
_____________________________________________________________________
3) Something I want to work on for the future is

_____________________________________________________________________
____________________________________________________________________
4) I plan to do this by
_____________________________________________________________________
_____________________________________________________________________
Two Stars and a Wish
__________________________
__________________________
______
__________________________
__________________________
______
___________________________
___________________________
____
(From First Steps, Reading Map of Development)

Appendix 1.d
KWL
Name: Date:
K W L|
What I know already What I Want to Know What I have Learned
(Assessment in the Primary School Curriculum, Guidelines for School, NCCA, 2007)
Appendix 2: Conferencing
Appendix 2.a
Using an assessment rubric as part of conferencing
Curriculum area Language
Subject English
Strand Competence and confidence in using language / Writing
Strand unit Writing: developing competence, confidence and the ability to write
independently
Competence and confidence in using language: developing
competence, confidence and the ability to write independently
Curriculum objectives The child should be enabled to write, without redrafting, on a given
or chosen topic within certain time constraints.
The child should be enabled to observe the conventions of grammar,
punctuation and spelling in his/her writing.
The child should be enabled to help others in editing their writing.
Class level Fifth and sixth classes
Strand Receptiveness to language / Writing
Strand unit Writing: creating and fostering the impulse to write
Receptiveness to language: creating and fostering the impulse to write
Curriculum objective The child should be enabled to receive and give constructive

responses to writing.
Sixth class children use the rubric below to assess a story they have written. The particular
elements in the rubric are based on what makes a good story as discussed and agreed by the
children and their teacher beforehand (the criteria for success in writing the story). Another
rubric might be used in subsequent writing to assess punctuation, for example the use of
quotation marks, exclamation marks, and so on.
Sample rubric
Feature I didn’t do well I made a good effort I made a very good
effort
Structure My story doesn’t have a My story has a structure My story has a clear structure
and plot clear beginning, middle and and plot but some of it is and plot.
end. not clear.
Paragraphs I have too many (or too Some paragraphs are in My paragraphs begin at change
few) paragraphs, or they are the right places, but some points in the story and help the
not beginning in suitable aren’t. reader to follow the story
places better.
Interest My story is not that My story is fairly My story is very interesting.
interesting. interesting.
Characters I have described no strong I have described at least The characters in the story are
character in the story. one strong character in the described well.
story
Each child’s reflection on his/her own piece of writing helps to develop his/her skills of
metacognition (reflecting on one’s own learning). A key outcome of each conference is that
both the teacher and the child can understand something more about the child’s learning and
the next steps that need to be taken in supporting learning. In addition, the individualised
nature of the conference means that the teacher can differentiate support appropriate to each
child’s abilities and needs.
(Assessment in the Primary School Curriculum, Guidelines for School, NCCA, 2007, 25)
Appendix 2.b
In this template you may choose to add other features to be observed and also to complete the
missing criteria/descriptions
Rubric: Explanation Writing
Learning Objective: To write an explanation, organising and linking ideas logically and
using language features, grammar and punctuation accurately
Feature I didn’t do well I made a good effort I made a very

good effort
Purpose The purpose of the It is clear for some Reader is clearly
writing is unclear. parts of the writing aware of what is

what is being explained. going to be
explained.
Organisation Ideas are jumbled with Ideas are not always Ideas are logically
of Ideas no logical sequence to logical or clearly and
the writing. linked. clearly and
. effectively
linked to show
cause
and effect
Paragraphing No evidence of Some attempt at
paragraphing paragraphing
Language Excellent use of all

features of the language
features of
explanation writing.
Grammar/ Frequent mistakes in Some attempt at proof Mainly error free

Punctuation punctuation and reading but there are work
grammar showing that still occasional
the work has not been mistakes
proof read
Appendix 2.c
A Teacher/Child Conference
Curriculum area Language Subject English Class level 5th&6thclasses
Independently
Competence and confidence in using language: developing competence,
confidence and the ability to write independently
Curriculum objectives The child should be enabled to experience varied and consistent oral
language activity as part of the pre-writing process.
The child should be enabled to write independently through a process of
drafting, revising, editing and publishing.
Mr. Swift uses conferencing regularly with his twenty-six fifth and sixth class children. He
makes time for small groups of the children to talk with him on a Friday before lunch. In this
way, the children get to talk about their work for about three or four minutes every third week.
Here he is talking with Shane about a piece of writing the class had done earlier in the week: A

UFO Landed Here Yesterday:
Mr. Swift Well Shane, what do you think about what you have written here? Are you happy with
it?
Shane I don’t know … It’s a bit short, I suppose.
Mr. Swift Well to me it’s not too short. But what about the story? Did you read it to your buddy?
Shane I did. He thought the beginning was exciting but the ending was boring.
Mr. Swift And what do you think?
Shane Yeah, I think he’s right. I had a few good sentences at the start - the short sentences we
talked about before we started to write … to make more suspense.
Mr. Swift I agree. You made the opening very interesting. And you used some of the scary
words we had on the list. But I wonder had you a plan for how it would end? I think it finished
too quickly.
Shane Yeah, it did. I just ran out of ideas. So I just finished it off.
Mr. Swift OK, so would you have another go at the ending? Remember that someone reading
this story wants to know what happened to the two main characters. So make up a new last
paragraph with a bit more information, just to bring the story to an interesting conclusion. If you
get stuck come back to me tomorrow, and we’ll look at it again.
Shane OK teacher, I’ve just thought of a better ending!
During the conference, Mr. Swift directs Shane in identifying what could be improved in his
story. There are a number of other things the teacher could dwell on but he uses this conference
to highlight the story’s ending, as work was done with the class recently on building structure in
a story. Shane will now write up a second draft of the story. There may be some further small
changes before the final draft is completed. Mr. Swift has also used a buddy system in the class
to have children read each other’s work constructively. Each child is required to note one
strength and one idea for improvement in the work of the partner buddy. Each teacher/child
conference takes just a few minutes, the whole group taking 50-55 minutes of class time. Mr.
Swift is confident that the time spent on conferencing is well spent, given the real improvement
he has seen in the children’s work.
Appendix 3: Portfolio
Creating a Writing Portfolio
Curriculum area Language

Subject English
Strand Receptiveness to language / Writing
Strand unit Writing: creating and fostering the impulse to write / Receptiveness to
language
Curriculum objectives The child should be enabled to express and communicate reactions to
reading experiences.
The child should be enabled to experience interesting and relevant writing challenges.
The child should be enabled to see his/her writing valued.


Independently
Competence and confidence in using language
Curriculum objectives The child should be enabled to observe the teacher improving
writing.
Ms. Kennedy teaches fifth class and uses portfolios to assess the children’s work in English
during the year. She gets the children to make up the folders (A3 size) and design the covers.
She tells the children at the outset that the purpose of the portfolio is to show others and
themselves how their English work improves during the year. About every two weeks Ms.
Kennedy gives the class some time to look at their pieces of work and asks them to select
what they think is a good piece. On the back of it they write one or two sentences explaining
what is good about it. These features/qualities of good work are written on posters by Ms.
Kennedy and displayed on the classroom wall so that she and the children can refer to them.
They provide the basis for useful discussions.
Over the months the collection of work in each portfolio grows. By the end of the year, each
portfolio has about fifteen items including poems, pieces of writing (some descriptive and
some in story form), the re-telling of news items discussed in class, and accounts of holidays
and school events. There are also word puzzles and quizzes, jokes and cartoon strips. The
children store the portfolios on a shelf in the class library.
Ms. Kennedy is surprised at how well the children look after their portfolios. At the end of
the year the class have a portfolio presentation whereby each child has a minute to talk to the
class about his/her work and select their best piece. Many of the children are able to say how
their work in English improved over the year. The portfolios are of great interest to parents
when they meet the teachers and receive their children’s reports.
Appendix 4: Teacher Observation

Sample Checklists to assist Teacher Observation
Questions for Teachers’ Formal Observations
Planning Drafting Editing Publishing

Has the pupil Does the pupil write At which point does Have all corrections
identified the purpose with fluency when the pupil reread and been identified?

and audience for recording initial make changes?
writing? ideas? Have careful
To what extent does corrections been
Has the appropriate Does the child edit as the pupil edit? made?
form of writing been they go?
identified e.g. report? Can the child edit for Has consideration
Is fluency hampered many conventions at been given to the
How did the pupil by difficulties with one time or way the piece is
plan before writing? spellings? individually? presented?
Does the child use Does the pupil have- How does the Does the pupil seem
reading as a stimulus a-go at unknown spelling change satisfied with final
for writing ideas? spellings? between the drafts? piece?
What strategies are Is the pupil able to Has it been shared

used when spelling identify with others?
unknown words? misspellings?
Adapted from First Steps Writing
Checklist: Writing Behaviors

Name: …… Age: ____ Date :___________ Always Sometimes Never
Forms alphabet letters

Has direction/return sweep
Leaves space between words
Uses initial consonants
Uses dominant consonants
Has consonant framework
Uses some vowels
Makes close approximations
Writes some words independently
Locates unknown words in the environment
Uses upper/lower case letters
Uses punctuation
Writes one sentence
Writes two sentences
Writes a page
Generates quality ideas
Writes in different genres
Proof reads/Edits

Checklist: Some Early at Risk Indicators
(Motor Development)
Class: Date:
Class Teacher:
Support Teachers:
Pencil Copying Shapes Use of Scissors Writing own Drawing
Grasp name
Pupil 1
Pupil 2
Pupil 3
Pupil 4
Please comment on the following:

Pencil Grasp: Can the pupil hold a pencil or drawing instrument in an appropriate manner in order
to make marks on paper?
Copying Shapes: Can the child copy such shapes as a circle, a square, a triangle and a diamond?
Use of scissors: Can the child cut paper with some degree of control?
Write own name: Can the child write own name unaided?
Drawing: Can the child draw a picture of themselves?
Checklist: Explanation Writing
Child Child
A B
Layout of writing
Did he/she introduce the writing with a definition?
Did he/she explain the important points in order?
 The parts (describe)
 Operation (how it works)
 Application (how it is used)
Did he/she conclude the writing with an interesting fact
or an evaluation comment?
Vocabulary
Did he/she use technical vocabulary?
Did he/she use time connectives e.g. next, later…
Did he/she use connectives e.g. so, because, when…
Are spellings correct?

Did he/she use the present tense?
Punctuation
Capital letters
Full stops
Checklist: Recount Writing

Name:
 strongly agree  sometimes  rarely Child Teacher
Does it open with a rough idea of what it is about?
Is it written in paragraphs with natural breaks?
Is it in chronological order? (In the order in which things happened).
Are there suitable time connectives such as next, after, finally etc.?
Does it come to a satisfactory ending?
Is it in the past tense?
Is it written mostly using ‘I’ or ‘we’?
Has it been written with an idea of who it was written for?
Have adjectives and adverbs been used effectively?
Checklist: Persuasive Writing
Have I .... Yes No

Set out my main arguments clearly, linking them with connecting
words or phrases?
Introduced my arguments effectively?
Used my conclusion to sum up my ideas?
Used topic sentences to focus my paragraphs?
Explained my arguments and used relevant evidence?
Included at least two opposing point of view & argued against it?

I think I did the following really well:
I think I need to improve on the following :
Teacher comments:
Appendix 5: Teacher Tests and Tasks
Free Writing
What is Free Writing?

1. Allow 10 – 15 minutes of free writing each day.
2. Free writing should be just that, 10 – 15 minutes when the children can write freely.
o It should be in a special copy.
o It should be dated.
o Children should be told beforehand that it will not be marked, corrected or criticised.
o Children may be given an opportunity to read what they have written to the teacher.
o There should be no pressure on children to “produce” an amount of writing.
o The reluctant writer may use pictures to convey a message.
What is the purpose of free writing?

Free writing allows the teacher to assess and monitor where the learner is at. It indicates what
the common writing behaviors in my class are and provides me with a starting point for my
teaching. I can use the children’s common writing errors as focus/ teaching emphases when
modeling writing.
Sample Letter for Parents in Free Writing copy
Children in our school keep a “Free Writing copy”. They are encouraged to write freely on
two to three occasions during the week in school in this copy.
Having an audience is an important part of the writing process. Children are encouraged to

read their free writing to the teacher, to the class, or to you at home. Children’s writing will
be published in our newsletter and on our website.
The free writing copy will not be marked or corrected by the teacher, but will be read by the
teacher.
The children enjoy this approach to writing and are very proud of their work. Free writing
allows the teacher to assess and monitor their progress. It gives children confidence to write.
Children learn to walk by walking; children learn to talk by talking and children learn to write
by writing. We hope you enjoy their writing

Writing Assessment Methods

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Writing Assessment Methods

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La enseñanza de la escritura en inglés desde el enfoque de los

Writing Assessment Continuum

Self- o Writing Surveys / Questionnaires (appendix 1.a)

o Tools to allow pupils to reflect on positive aspects of their work and to

o KWL (appendix 1.d)

o Using a Rubric (Genre: narrative) (appendix 2.a)

o Child/ Teacher Conference (appendix 2.c)

o Creating a Writing Portfolio

Synthesis create, compose, plan, design, propose, formulate, invent,

Analysis Analyse, compare, investigate, identify, order, connect;

Application Solve, use, construct, examine, apply, calculate, show,

La enseñanza de la escritura en inglés desde el enfoque de géneros. Clase 6 2018

Teacher o Checklists for formal observations

Teacher-designed tasks and tests can be administered as individual tasks or group

Appendix 1: Self Assessment Tools for Writing

Appendix 1.a: Questionnaires/ Surveys

1. How do you feel when you are asked to write at school?

I like it Its all right I don’t like it

2. How often do you write at home?

3. How often do you use the computer to write for a purpose?

4. Do you prefer reading or writing?

5. Rank yourself as a writer

6. What types of writing do you most like doing?

7. What do you find easy about writing?

La enseñanza de la escritura en inglés desde el enfoque de géneros. Clase 6 2018

8. What parts of writing would you like more help with?

(Adapted from First Steps Writing)

2) Why were you pleased with this piece of writing?

3) Do you find learning to write in English difficult? (tick one box)

4) What parts of learning to write in English do you find difficult?

(3) When I am writing, I think about who will read my work

La enseñanza de la escritura en inglés desde el enfoque de géneros. Clase 6 2018

(5) What do you do if you can’t think of what to write?

(7) I like to write at home

(8) I like to write at home

(9) I prefer writing to reading

(10) I would like to spend more time on writing

Appendix 1.b: Writing Log

La enseñanza de la escritura en inglés desde el enfoque de géneros. Clase 6 2018

(Adapted from First Steps Writing)

Appendix 1.c: Pupil Self-Assessment Tools

La enseñanza de la escritura en inglés desde el enfoque de géneros. Clase 6 2018

1) I found this piece of writing Easy Difficult (circle one)

2) The best part of this piece of writing is

3) Something I want to work on for the future is

(Adapted from First Steps Writing)

Two Stars and a Wish

La enseñanza de la escritura en inglés desde el enfoque de géneros. Clase 6 2018

La enseñanza de la escritura en inglés desde el enfoque de géneros. Clase 6 2018

Feature I didn’t do well I made a good effort I made a very

La enseñanza de la escritura en inglés desde el enfoque de géneros. Clase 6 2018

Language Excellent use of all

Grammar/ Frequent mistakes in Some attempt at proof Mainly error free

La enseñanza de la escritura en inglés desde el enfoque de géneros. Clase 6 2018

Creating a Writing Portfolio

Curriculum area Language

La enseñanza de la escritura en inglés desde el enfoque de géneros. Clase 6 2018

Strand Competence and confidence in using language / Writing

Appendix 4: Teacher Observation

Questions for Teachers’ Formal Observations

Planning Drafting Editing Publishing

La enseñanza de la escritura en inglés desde el enfoque de géneros. Clase 6 2018

What strategies are Is the pupil able to Has it been shared