analytical assessment

7/23/2019 analytical assessment

1/12

GROUP 2

ADAM

AZMI

DAYANA

MARCEL


2/12

QUESTION NO 2

Commenting on students' writing can

really be frustrating and time consuming

I !a"e to s#ent a lot of timereading eac!line of students' answers I also !a"e to

make comments on tei! "!itingand on

te e!!o!s #e!fo!m $% stu&ents'


3/12

a$ i$ %ased on t!e comments&

identify sco!ing meto&used byt!e teac!er

t!e scoring met!od used by t!e teac!er isanal%tical a##!oac


4/12

a$ ii$ e#lain 2 ca!acte!isticsof t!e

scoring met!od

($ assess students' #erformance on a

"ariety of categories) content

) organi*ation

)"ocabulary

) language used

) mec!anics


5/12


6/12

b$ In your o#inion& w!at are t!e

"eaknessess of scoring met!od

($ Time consuming

2$ ,riting ability is unnaturally s#lit u# intocom#onents

+$ Negati"e feedbac- can discourage

students' im#ro"ement


7/12

If you are t!e teac!er& w!at would you

do to ma(imise te effecti)enessoft!e scoring met!od*+ A "!itten anal%tic scale!el#s to define grading

criteria clearly and& if s!ared wit! students& can

foster an understanding of w!at is e#ected and!ow it will be assessed

2+ C!ite!ia a!e "eigte& according to t!eir relati"eim#ortance .or instance& if t!e goal of anassignment is t!e assimilation of course material&t!en logic& ideas& arrangement& and resourcefulnessare rewarded more t!an grammar and mec!anics


8/12

,o!mati)e fee&$ackin t!e form of marginal andend comments is most effecti"e w!en t!e comments

are balanced and bot! c!allenge and su##ortstudents /ood writing is toug! to do& and moststudents feel inade0uate about t!eir writing s-illsfrom lac- of #ractice

Instructors can &o"n#la% te #ossi$leconf!ontational effect of grading by being sensiti"eto suc! issues as using sarcasm in t!eir comments&

obliterating students' wor- wit! lines& and t!e li-e


9/12

T!an- you 1$


10/12

-olistic a##!oac

4 points

-the main

idea wasclearly stated

-the essaywas wellorganized

-the choice ofwords wasgood

-very few

3 points

-the main idea

was fairlyclear

-the essay wasmoderatelywell organized

-thevocabularywas good

-some minorrammatical

2 points

-the main ideawas indicated,but notclearly

-the essaywas not sowell

organized

-thevocabularychoice wasfair

1 point

-the main ideawas hard toidentify

-the essaywas poorly

organized

-thevocabularywas weak

-many


11/12

anal%tical a##!oac

riginality

of !ontent-4 points"interestingideas werestatedclearly

-3 points"interestingideas werestated

fairlyclearly

-2 points"ideassomewhat

unclear

rganization

-4 points"well

organized

-3 points"fairly wellorganized

-2 points"looselyorganized

-1 point"ideas

#ocabulary

-4 points"verye$ectivechoice of

words

-3 points"e$ectivechoice ofwords

-2 points"fairly goodvocabulary

-1 point"limited

%rammar

-4 points"almost no

errors

-3 points"few minorerrors

-2 points"someerrors

-1 point"many

!ohesion &'ogical!onsistency

-4 points"sentenceslogically

combined

-3 points"sentencesfairlylogically

combined

-2 points"sentencespoorly

combined


12/12

It is timeconsuming Teac!ers w!o score analytically

usually are re0uired to ma-e as many as (( se#arate

3udgments about one #iece of writing .urt!ermore& not

all students actually ma-e t!eir way t!roug! t!e analytic

comments so #ainsta-ingly written on t!eir #a#ers& nor

will all be able to ma-e #rofitable use of t!ose commentson succeeding writing assignments

Negati"e feedbac- can be #edagogically destructi"e

Teac!ers w!o combine analytic scoring wit!

confrontational or unclear comments es#ecially aboutissues of grammar may actually in!ibit student growt!

analytical assessment

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