Appendix 3 TEST OF WRITTEN ENGLISH INDEPENDENT ESSAY
Time: 30 Minutes Direction:
1. read the essay questionstopics carefully;
2. there are four topics given, and you are free to choose only ONE of them;
3. the essay consists of introduction, body, and conclusion;
4. you have 30 minutes to plan, write, edit and revise your response; 5. the length of the essay you write should be approximately 300-350 words;
6. questionstopics: a. It is better for children to grow up in the countryside than in a big city. Do
you agree or disagree? Use specific reasons and details to develop your essay.
b. In some countries, teenagers have jobs while they are still students. Do you think this is a good idea? Support your opinion by using specific
reasons and details. c. Do you agree or disagree with the following statement? Watching
television is bad for children. Use specific reasons and details to support
your answer. d. Do you agree with the following statement? Face-to-face communication
is better than other types of communication, such as letters, email, or telephone calls
. Use specific reasons and details to support your answer.
No. Scoring Criteria
Description
1.
Content 30
relevant with the topic chosen. 2.
Organization 20 ideas are clear, logical, supported, and organized
3.
Vocabulary 20
use various, effective, and proper words in expressing ideas.
4.
Usage 25
the grammar used does not obscure the meaning. 5.
Mechanics 5 good in spelling, paragraphing, capitalization,
punctuation, readable handwriting, etc. the topics are adopted from http:www.ets.org
Appendix 4 Writing Assessment Rubric
1
Participant :
Topic
: abcd
Date:
Aspect Score
Scale
Criteria Score
Conte n
t
30-27 EXCELLENT TO VERY GOOD: knowledgeable • substantive • thorough development of
thesis • relevant to assign topic 26-22
GOOD TO AVERAGE: some knowledge of subject • adequate range • limited development of
thesis • mostly relevant to topic, but lacks detail 21-17
FAIR TO POOR: limited knowledge of subject • little substance • inadequate development of topic
15-13 VERY POOR:
does not show knowledge of subject • non substantive • non pertinent • OR not enough to evaluate
Organi zat
ion
20-18 EXCELLENT TO VERY GOOD: fluent expression • ideas clearly statedsupported • succinct •
well- organized • logical sequencing • cohesive
17-14 GOOD TO AVERAGE: somewhat choppy • loosely organized but main ideas stand out,
•limited support • logical but incomplete sequencing 13-10
FAIR TO POOR: non- fluent • ideas confused or disconnected • lacks logical sequencing and
development 9-7
VERY POOR: does not communicate • no organization • OR not enough to evaluate
Voc ab
u lary
20-18 EXCELLENT TO VERY GOOD: sophisticated range • effective wordidiom choice and usage,
word form mastery, appropriate register 17-14
GOOD TO AVERAGE: adequate range • occasional errors of wordidiom form, word choice, usage, but meaning not obscured
13-10 FAIR TO POOR: limited range • frequent errors of wordidiom form, choice, usage •meaning
confused or obscured 9-7
VERY POOR: essentially translation • little knowledge of English vocabulary, idioms, word
form • OR not enough to evaluate
U sage
25-22 EXCELLENT TO VERY GOOD: effective complex construction • few errors of agreement,
tense, number, word orderfunction, articles, pronouns, preposition 21-18
GOOD TO AVERAGE: Effective but simple constructions • minor problems in complex construction • several errors of agreement, tense, number, word orderfunction, articles,
pronouns, prepositions but meaning seldom obscured 17-11
FAIR TO POOR: major problems in simplecomplex constructions • frequent errors of negation, agreement, tense, number, word orderfunction, articles, pronouns, prepositions andor
fragments, run- ons, deletions • meaning confused or obscured
10-5 VE
RY POOR: virtually no mastery of sentence construction rules • dominated by errors • does not communicate • OR not enough to evaluate
M ec
h an
ics
5 EXCELLENT TO VERY GOOD: demonstrates mastery of conventions • few errors of spelling,
punctuation, capitalization, paragraphing 4
GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing, but meaning not obscured
3 FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing • poor
handwriting • meaning confused or obscured 2
VERY POOR: no mastery of conventions • dominated by errors of spelling, punctuation, capitalization, paragraphing • handwriting illegible • OR not enough to evaluate
Total Score Comment:
Rater, ………………
Circle one of the letters in accordance with the topic chosen by the participant.
1
This is an analytic scoring developed by Jacob et. al, quoted in Sara Cushing Weigle, Assessing Writing
, New York: Cambridge University Press, 2002, p. 116.
