Writing Assessment in Process Approach

a. Writing Assessment in Process Approach

As discussed before that writing is not only product but also process, the students need training and practices to reach final or end of writing. O’Malley and As discussed before that writing is not only product but also process, the students need training and practices to reach final or end of writing. O’Malley and

To assess both of them in EFL writing class, there are five kinds of authentic assessments, as follows: 1)

Monitoring students’ progress in writing process During writing process takes a place, teacher attempts to monitor what

students do while writing. The monitoring can be done during pre writing, writing and post writing (O’Malley and Pierce, 1996: 148). To get complete and accurate information, teacher makes observation. To collect data during observation, teacher uses checklist. The process of writing checklist can serve as reminder of some key components of process writing as well as point the way for adapting instruction to the needs of individual students.

2) Writing-conferences Another process assessment is conferences. They provide excellent opportunities to ask students key questions about their writing process and to provide students with personalized feedback on their writing. In this case, teacher is able to ask students about their writing. The questions depend on the writer, the purpose of writing, or instructional focus for any particular students (O’Malley and Pierce, 1996: 150). To make conferences better, teacher has to prepare some 2) Writing-conferences Another process assessment is conferences. They provide excellent opportunities to ask students key questions about their writing process and to provide students with personalized feedback on their writing. In this case, teacher is able to ask students about their writing. The questions depend on the writer, the purpose of writing, or instructional focus for any particular students (O’Malley and Pierce, 1996: 150). To make conferences better, teacher has to prepare some

3) Self-assessment Self assessment on writing encourages students to think about how far they gain the purpose and to reflect how much they have learned (O’Malley and Pierce, 1996: 151). It means that self assessment stimulates students to measure his objectives and to monitor their progress. They may need scaffolded support in learning to edit and revise their own work. Self assessment can be done by using journals, learning logs, and also checklist.

4) Peer assessment Students can evaluate each other’s writing through peer assessment as they participate in conferences (O’Malley and Pierce, 1996: 156). This assessment gives students opportunity to edit their peer paper. It helps teacher understanding the students’ knowledge and progress. Sometimes students are reluctant to share impression with their peer for fear of hurting the other person feelings. To overcome this, teacher should make agreement about data that must be assessed by others in general term, such as What do you like about the paper? What ideas or fact could be added to the paper? What changes could be made to improve the paper? By using standard assessment it will encourage students to do peer assessment. No body will hurt and be hurt.

5) Portofolio assessment. One way to see students’ progress is through portofolio. It illustrates the growth over time and show the accomplishment relative to classroom objectives 5) Portofolio assessment. One way to see students’ progress is through portofolio. It illustrates the growth over time and show the accomplishment relative to classroom objectives