Designing Assessment Task

DESIGNING ASSESSMENT TASK:
RESPONSIVE AND EXTENSIVE WRITING

Presented by:
1. Ficky Jihan Ababa (1410302075)
2. Savira Ramadhani (1410302155)
3. Rahayu Nastiti A. (1410302202)
Introduction
Responsive and Extensive writing will be regarded
as more open-ended tasks that will check the task
takers comprehension in the form of writing
short reports, essays, summaries, and responses,
up to texts of several pages or more.
There are 4 types of this kind of writing
assessment, they are:
1. Paraphrasing
2. Guided Question and Answer
3. Paragraph Construction Tasks
4. Strategic Options
Paraphrasing
Technique:
In this kind of writing assessment, the test takers should say

something in their own words to avoid plagiarizing and to offer
some variety in expression. The test designer needs to elicit a
paraphrase of a sentence or paragraph, usually not more.
Scoring:
The test takers responses have to convey the same or similar
message and evaluate the discourse, grammar, and vocabulary.
The order of five categories in analytic scoring is needed
here.
- Organization (20)
- Logical Development of ideas (20)
- Grammar (20)
- Punctuation /spelling/mechanics (20)
- Style on quality of expression (20)
100
The example of Paraphrasing tasks
Another example of paraphrasing in a

poetry
Guided Question and Answer

Technique:
This assessment guide a learner without

dictating the form of the output. The test administrator
poses a series of questions that essentially serve as an
outline of the emergent written text.
A variation of using guided questions is to prompt the
test-taker to write from an outline. The outline can be
self-created from earlier reading or discussion that will be
provided by the teacher or test administrator. It helps to
guide
the
learner
through
presumably
logical
development of ideas that have been given some
forethought.
Scoring: It can be scored on either analytic (as weve
seen in paraphrasing) or a holistic scale (each point is
given a systematic set of descriptors in a prescribed
pattern and the reader-evaluator matches an overall
impression with the descriptors)
Example of Guided-Question and Answer
In the writing of a narrative that the teacher has

already covered in a class discussion, the
following kinds of questions might be posed to
stimulate a sequence of sentences
Paragraph Construction Tasks

Technique: In this task, the test-takers should
emulate what they have read. They have to

read an effective paragraph, analyze the
ingredients or the main topic and then
emulate it.
Assessment:
a. Topic sentence writing: focus on the stating
of a topic
through the lead sentence (or a
subsequent one). The assessment consist of:
- specifying the writing of a topic sentence
- scoring points for its presence or absence
- scoring and/or commenting on its effectiveness
in stating the topic
b. Topic development within a paragraph: It focuses on the

development of a topic. The paragraph should be meaningful,
connected thoughts or ideas, and develop an idea within a
paragraph. Four criteria are commonly applied to assess the
quality of a paragraph:
- the clarity of expression of ideas
- the logic of the sequence and connections
- the cohesiveness or unity of the paragraph
- the overall effectiveness or impact of the paragraph as a whole.
c. Development of main and supporting ideas across
paragraph: The writer attempts to articulate a thesis or main idea
with clearly stated supporting ideas. These elements can be
considered in evaluating a multi-paragraph essay:
- addressing the topic, main idea, or principal purpose
- organizing and developing supporting ideas
- using appropriate details to undergird supporting ideas
- showing facility and fluency in the use of language
- demonstrating syntactic variety
Strategic Options
1. Attending to task
In responsive writing, the context is seldom

completetly open-ended:
A task has been definded by the teacher of rest
administrator, and the writer must fulfil the criterion of
the task.
For types of task are commonly addressed in academic
writing course
Compare and contrast
Problem/solution
Pros/cons
Cause/effect
Depending of genre of the text, one or more than this
text will be needed to be achieve the writers purpose.
2. Attending to genre
It provide some sense of the many varieties of text
that may be produced by a second language lerner
in writing curiculum.
Another way of looking at the strategy options open
to a writer is extent to which both the constraints
and the opportunities of the genre are exploited.
1. Assesment of any writing necessitates attention
to the conventions of the genre of question.
2. Assesment of the more common genre may
include the following criteria, along within choosen
factor from the list in item.
Main and supporting ideas above :

Reports
( lab reports, project
summaries, article/ book report, etc)
Convey to a conventional format
Convey the purpose
Organize
details
logically
and
sequentially
State conclusions or finding
Use appropriate vocabularry
Summarize of readings/lecture/ videos

Effectively capture the main and supporting ideas
of the original
Maintain objective
use writers own words for the most part
Use question effectively when appropriate
Omit irelevan or marginal detail
Response to readings/ lecture/videos
Accurately reflect the message or meaning the
original
Express the writers oppinion
Appropriately select supporting ideas to respond
to
Defend or support that opinion effectively
Narration,
description , persuassion/
argument and exposition
Follow expexpected convention for each types
of writing
Convey purpose, goal or main idea
Accuratelly conveys detail
Appropriately articulates relationship among
elment of the data
Conveys
specialized
or
complex
data
comprehensibly to a lay reader
Inteprets beyond the data when appropriate
Library research paper

States purpose or goal
of
the
research.
Include appropriate
citation and
refferences.
Represent others research findings.
Include suggestion
for further
research.
Inject writers own interpretation,
when appropriate and justifies it.
Sums up findings in a conclussion.
THANK YOU

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Designing Assessment Task

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DESIGNING ASSESSMENT TASK:

RESPONSIVE AND EXTENSIVE WRITING

In this kind of writing assessment, the test takers should say

The example of Paraphrasing tasks

Another example of paraphrasing in a

Guided Question and Answer

This assessment guide a learner without

Example of Guided-Question and Answer

In the writing of a narrative that the teacher has

Paragraph Construction Tasks

emulate what they have read. They have to

b. Topic development within a paragraph: It focuses on the

In responsive writing, the context is seldom

Main and supporting ideas above :

Summarize of readings/lecture/ videos

Library research paper

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