A Position Statement last edited 2 years, 8 months ago Prepared by CCCC Committee on Assessment, November revised Marchreaffirmed November Introduction Writing assessment can be used for a variety of appropriate purposes, both inside the classroom and outside: Given the high stakes nature of many of these assessment purposes, it is crucial that assessment practices be guided by sound principles to insure that they are valid, fair, and appropriate to the context and purposes for which they designed. This position statement aims to provide that guidance. In spite of the diverse uses to which writing assessment is put, the general principles undergirding it are similar:
Students are forced to demonstrate the extent of their knowledge. Articulation is part of the assessment. While a multiple choice test can help assess student thinking, it allows little room for student articulation.
A written assessment instead requires that students perform two essential tasks — thinking and the articulation of that thinking. Students can explain their thinking. A written assessment offers a format for students to defend their answer by proving that their reasoning is justified.
Written assessments take less time to create. While proper time should be allocated to deciding what exact questions to ask and how to phrase them, written assessments generally require less design time than multiple choice tests. Multiple choice assessments require many questions and many possible answers choices.
Written tests only require the questions. Teachers can provide better feedback on answers. A multiple choice question is either right or wrong. On a written assessment, an answer may be partially correct, and different portions of the answer may receive different attention.
While there are many different kinds of assessments, a written assessment offers several advantages that multiple choice tests cannot. As a teacher is deciding how to best prepare and assess his or her students, the instructor should take the advantages and disadvantages of each form of testing into consideration.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. Student writing samples are evaluated on an analytic scoring system in all grades to provide diagnostic feedback to teachers, students, and parents about individual performance.
The writing assessments provide information to students about their writing performance and areas of strength and challenge. Assessment of student writing is a process.
Assessment of student writing and performance in the class should occur at many different stages throughout the course and could come in many different forms. Student writing can be evaluated on five product factors: fluency, content, conventions, syntax, and vocabulary.
Writing samples also should be assessed across a variety of purposes for writing to give a complete picture of a student's writing performance across different text structures and genres.
Student writing can be evaluated on five product factors: fluency, content, conventions, syntax, and vocabulary. Writing samples also should be assessed across a variety of purposes for writing to give a complete picture of a student's writing performance across different text structures and genres.
Purpose of Assessment.
We measure our students learning for a number of reasons: 1. Assessment for Learning (Formative) The purpose of Formative Assessment is to provide students with feedback on how they are going.