analytical assessment
TRANSCRIPT
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GROUP 2
ADAM
AZMI
DAYANA
MARCEL
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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 $% stu&ents'
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a$ 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
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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
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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
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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
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,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
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T!an- you 1$
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-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
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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
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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!