Dae seminar 2 9-11 Assessing Writing
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The document discusses assessing writing and speaking skills according to AACI standards. It provides examples of writing tasks for different age groups from describing pictures to writing stories and emails. It also includes comments from students about their feelings towards writing, finding it stressful in exams but a way to be creative. The AACI standards assess task fulfillment, organization, and linguistic resources, providing criteria for passing grades from 9-10 to failing grades from 1-2. Sample student writings are assessed between grades 3-9 based on these standards.
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Dae seminar 2 9-11 Assessing Writing
- 1. Assessing Writing and Speaking: Applying AACI standards
- 2. Writing Putting our ideas, thoughts, feelings and opinions into words. Impersonating someone. In an organized, accurate way that responds to a task.
- 3. Writing can be: Stressful Boring Meaningless Seen as a punishment Demotivating
- 4. What students have to say How do you feel about writing in English? I enjoy it more than writing in Spanish, which is weird because I’m not able to express myself as well as in Spanish. I don’t like it very much. I think it’s good to learn how to do it but I find it a bit difficult. I feel paranoia when I don't know what to write. Most times I feel I have imagination, but the problem is when I don't know how to say something, and I try translating. I feel well, but if I don't know how to write something I feel frustrated because I don't know enough vocabulary to talk normally (Sometimes).
- 5. How do you feel about writing in an exam? When I have to write for an exam I feel really nervous because I want to do it perfectly. When you are doing homework nobody controls time , you can stop and then you continue. In Exams you need to be very concentrated and it's horrible . I try to pay more attention when I am writing for an exam, but when it’s for homework I try to explore a little more using some words that in an exam I would have never used. My writings in exams are always a little worse because I’m nervous. It’s the best part because it’s the only one where you can use your imagination. I like it because I can write things that I know and not write the ones I don’t.
- 6. What we can do for them Help your students find out what they are good at. Try to get to know their feelings and writing likes and dislikes . Boost their self confidence . Make sure they know they have plenty of time. Let them read one another´s compositions. Make them correct the mistakes you know they could have avoided. Use portfolios.
- 7. Assessing students applying AACI standards Kids 2: Picture description “ He/She can …, has got…, is wearing…, there is/are…” KIDS COURSES Kids 3: Write about a character Routines, likes and dislikes based on pictures around a character. Kids 4: E-mail a pen pal, writing about yourself using prompts. “ favourite, yesterday, going to…”
- 8. TEEN COURSES Teens 1: 1) Paragraph about favourite teacher, etc. 2) E-mail to a friend Teens 2: 1) Paragraph about event in the past. 2) E-mail to a friend Teens 3: 1) Story that begins with given sentence. 2) E-mail to a friend telling something expressing feelings. Teens 4: 1) Story that begins with given sentence . 2) E-mail to a friend about future plans.
- 9. SENIOR COURSES Senior 1: 1) Paragraph about topic 2) E-mail to a friend Senior 2: 1) Paragraph about topic 2) E-mail to a friend Senior 3: 1) Story that begins with given sentence. 2) E-mail to a friend telling something expressing feelings. Senior 4: 1) Story that begins with given sentence. 2) E-mail to a friend about future plans.
- 10. SENIOR COURSES Senior 5: 1) For and against essay or opinion giving essay 2) Story Senior 6: 1) Compulsory task: Write a story that begins or ends with a given sentence. 2) To choose between: E-mail to a friend giving advice Blog entry giving opinion or advice Article or composition discussing a topic.
- 11. AACI standards MARK PASS 9 / 10 TASK AND CONTENT: Overall effectiveness in carrying out the task(s). All content points included . Very good and clear ideas have been fluently put forward. ORGANISATION: Coherent piece of writing which has been very well organised into clear-cut paragraphs . Ideas are clearly and neatly sequenced. Very good use of cohesive devices for this level. LINGUISTIC RESOURCES: Wide range of syntactic structures and vocabulary with only few errors within the syntactic and lexical competence expected of a student at this level. 7 / 8 TASK AND CONTENT: Adequate fulfilment of the task(s), though a few content points may not be properly covered or may have been omitted . On the whole, ideas are well-balanced and mostly relevant. ORGANISATION: Coherent piece of writing. In general, good organisation, yet paragraphing may need some adjustment . Suitable use of cohesive devices for this level. LINGUISTIC RESOURCES: Generally accurate . Attempts to use the expected range of syntactic structures and vocabulary areas with some degree of difficulty and occasional mistakes .
- 12. 5 / 6 TASK AND CONTENT: The task (s) has(have) been fulfilled with some difficulties . Some ideas may not seem to be relevant or clear enough. ORGANISATION: Though intelligible , this piece does not seem to be organised into suitable paragraphs. Ideas may need re-sequencing. Limited use of cohesive devices expected at this level. LINGUISTIC RESOURCES: Frequent errors but the student makes himself understood . Limited range of syntactic structures and vocabulary for the level. There may be several spelling mistakes affecting meaning.
- 13. FAIL 3 - 4 TASK AND CONTENT: The task (s) has(have) not been adequately fulfilled . Major points have been omitted or inadequately covered . Too many irrelevant and confusing ideas. ORGANISATION: This piece of writing is inadequately organised . Unsuitable paragraphing. Relations between ideas are not clear enough . Virtually no use of cohesive devices expected for the level. LINGUISTIC RESOURCES: A large number of errors . There may be serious spelling mistakes for the level. Too limited range and/or poor use of syntactic structures and vocabulary areas expected at this level, which hinders understanding . 1 – 2 TASK AND CONTENT: Misunderstanding of task . Too many irrelevant and confusing ideas . Contributions are minimal and/or incoherent . ORGANISATION: This piece of writing consists of a number of incoherent ideas badly presented . There is no organisation at all. LINGUISTIC RESOURCES: Too many basic errors . There may be very serious spelling mistakes for the level. Total lack of control of the linguistic resources makes this piece completely unintelligible .
- 14. Sample Writings Kids 4: 9 Teens 3: 6 Senior 4: 7 Senior 6 (story): 6 Senior 6 (article): 3
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