scholarly journals The Effectiveness of Formative Assessment of English Writing Skill at Intermediate Level

2020 ◽  
Vol V (IV) ◽  
pp. 74-85
Author(s):  
Muhammad Saleem ◽  
Muhammad Iqbal ◽  
Naheed Akhter
Keyword(s):  
Formative Assessment ◽  
Writing Skills ◽  
Intermediate Level ◽  
Assessment Process ◽  
Learning Cycle ◽  
Continuous Assessment ◽  
Self Assessment ◽  
English Writing ◽  
Writing Skill ◽  
Method Of Assessment

This study is intended to gauge the viability of the effectiveness of formative assessment on English writing skills at the Intermediate level and was delimited to sixty students of a public sector degree college in Wazirabad. This study was design-based in nature, and formative assessment was given to learners for four months. After the completion of the intervention, it was found out that when students are provided with formative assessment during their studies, this method of assessment improves their learning process. After the completion of the intervention, it was discovered that when students are furnished with developmental evaluation during their investigations, this technique for appraisal improves their learning cycle. The result depicts that when student remained under continuous assessment process, it improved their English writing skill. Teachers should also provide formative assessment not only to the students by themselves but also enable them for self-assessment for the improvement in their learning.

Impact of Formative Assessment on Students’ English Writing Skills at Elementary Level

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Tayyabba Yasmin ◽  
Muhammad Ahmed Qadri ◽  
Shaheen Pasha
Keyword(s):  
Formative Assessment ◽  
Writing Skills ◽  
Assessment Process ◽  
Elementary Level ◽  
Continuous Assessment ◽  
Self Assessment ◽  
English Writing ◽  
Assessment Techniques ◽  
Method Of Assessment ◽  
The Impact

The purpose of the current study was to measure the impact of formative assessment techniques on students’ writing skills. The techniques of formative assessment were used with sixty-four students. Formative assessment techniques were provided to students for three months. Summative assessment techniques and students’ survey was applied. In this study formative assessment was provided during the English writing process.  After the completion of the intervention, it was found that when students are provided with formative assessment during their studies, this method of assessment improves their learning process. The result depicts that when student remained under continuous assessment process, it improved their English writing skill. On the basis of these conclusions, it is recommended that teachers should use formative assessment in their classes during their teaching. They should also provide formative assessment not only to the students by themselves but also enable them for self-assessment for improvement in their learning.

scholarly journals Assistance of Formative Assessment in the Improvement of English Writing Skills at Intermediate Level

2020 ◽  
Vol V (III) ◽  
pp. 34-41
Author(s):  
Muhammad Nisar Ul Haq ◽  
Muhammad Mahmood ◽  
Khadija Awan
Keyword(s):  
Formative Assessment ◽  
Research Method ◽  
Quantitative Research ◽  
Writing Skills ◽  
Intermediate Level ◽  
Descriptive Statistics ◽  
Survey Method ◽  
Major Purpose ◽  
English Writing ◽  
Intermediate Part

The major purpose of the study was to measure the effects of the formative assessment in the improvement of English writing skills at intermediate level. This study used a quantitative research method, descriptive in nature, so the researcher used the survey method for data collection. The study was delimited to Sahiwal division of Punjab province. The population of the study comprised of all 246 male and female colleges and higher secondary schools of Sahiwal division which are affiliated with BISE Sahiwal. Sample of this study consists of intermediate part II (328) students. A 30 items questionnaire was developed, administered and managed. Data analysis was performed by using descriptive statistics. The result shows that formative assessment assists in English writing skills, and the students face difficulties in improving English writing skills. Special lectures and trainings may be managed for English writing skills and give a specific focus on writing skills during formative assessment.

scholarly journals English Writing Formative Assessment in Indonesia

2021 ◽  
Author(s):  
Alexander Musa
Keyword(s):  
Formative Assessment ◽  
Classroom Observation ◽  
Writing Skills ◽  
Narrative Text ◽  
Performance Tasks ◽  
English Writing ◽  
Short Answer ◽  
Assessment Tasks ◽  
Assessment Techniques ◽  
Construction Task

This study aimed to investigate the assessment techniques used by a teacher in assessing students’ writing skills, the reason in implementing the techniques, and the students’ responses toward the implementation of the techniques. The collected data in this study included classroom observation that had been held in three times, interview, and written document. The following is the conclusions based on the data analysis. Since formative assessment of writing skill is the main focus of this study, the teacher implemented five writing performance tasks suggested by Brown (2010) namely dicto-comp, picture-cued task, short answer task, guided question and answer, and paragraph construction task. From the teaching process done by the teacher, the assessment tasks were implemented for formative purposes, that is, to monitor students’ progress in comprehending the lesson that is about narrative text. The teacher implemented some assessment tasks in an informal way to monitor students’ ongoing progress without recording the result of the performance, while the other tasks were implemented in a formal way to record students’ progress and to give them an appraisal of their progress and achievement.

scholarly journals The Role of Peer- and Self-Assessment in Developing Saudi EFL Learners’ English Writing Skills

2016 ◽  
Vol 8 (3) ◽  
pp. 85
Author(s):  
Manal Obaid Alshammari
Keyword(s):  
Treatment Group ◽  
Writing Skills ◽  
Control Group ◽  
Word Choice ◽  
Self Assessment ◽  
Efl Learners ◽  
English Writing ◽  
Post Test ◽  
Group A ◽  
Group B

<p>The current study focuses on the importance of integrating peer- and self-assessment in<br />teaching English as a second/foreign language in Saudi Arabia. It pays special attention to the<br />mechanisms by which Saudi EFL learners can improve their English writing skills if they<br />engage in peer- and self-assessment regularly. To this end, the researcher administered a<br />writing composition task to measure the participants’ ability to express themselves in good<br />English, focusing on the coherence, cohesion, word choice, spelling, punctuation, and layout<br />of their essays. The researcher utilised the experimental two-groups design of a pre-test and a<br />post-test, in order to evaluate the participants’ performance prior to the application of the<br />treatment (i.e. peer- and self-assessment) and after it. For the purpose of the study, the<br />participants were divided into two groups: students in group A (i.e. the treatment group)<br />engaged in peer- and self-assessment regularly throughout the term, whilst students in group<br />B (i.e. the control group) did not. The results of group A on the pre-test and post-test were<br />compared to those of group B to determine whether the treatment had any impact on their<br />performance. The results reveal that group A outperformed their group B counterparts on the<br />post-test. The statistical analysis demonstrates that the difference between the results of the<br />two groups was statistically significant, suggesting that the treatment contributed positively to<br />the performance of the treatment group. Finally, the study concludes with recommendations<br />for further research.</p>

scholarly journals IMPROVING STUDENTS’ WRITING SKILL BY USING SCAFFOLDING TECHNIQUE TO THE SEVENTH GRADERS OF SMP BOPKRI GODEAN

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Rika Rimawati ◽  
Hermayawati Hermayawati
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Seventh Graders ◽  
Average Score ◽  
Sentence Structure ◽  
Test Cycle ◽  
English Writing ◽  
Writing Skill ◽  
Post Test ◽  
Scaffolding Technique

The background of the study was based on the phenomenon at the seventh graders of the SMP BOPRI Godean. Learning English especially writing skill were still low in mastering vocabulary, sentence structure, and paragraph organizing. The research aimed (1) to analyze the students’ writing by using scaffolding technique; (2) to describe the improvement of the students’ writing skill by using scaffolding technique; and (3) to find out the students’ interests in writing skill by using scaffolding technique. To solve the problem, the researcher conducted Classroom Action Research and applied scaffolding technique in teaching English to improve student’s ability in writing skill. The participants of this research were the 14 students of the seventh graders of SMP BOPKRI Godean. In this study, the researcher conducted a scaffolding technique of teaching writing descriptive text in three cycles by using scaffolding model adapted from Silvia Read. The five steps in scaffolding technique by Silvia Read were inquiry, modeling, shared, collaborative, and independent. The researcherexpected that the students could improve their writing skill by using the scaffolding technique and interested in English writing skill. The result of this study was showed by pre-test and post-test. In pre-test, the students’ average score was 49, whereas in the students’ post-test cycle one, the students’ average score was 64. In the second cycle, the students’ average score was 75.9. Finally, the researcher could conclude that the result of this research showed an improvement of the students’ writing skills by using scaffolding technique.

scholarly journals ASSESSING THE ASSESSMENT AND EVALUATION PROCESS AT PYP: A CASE STUDY

2018 ◽  
Vol 4 (1) ◽  
pp. 23
Author(s):  
Taj Mohammad ◽  
Soada Idris
Keyword(s):  
Formative Assessment ◽  
Detailed Analysis ◽  
Evaluation Process ◽  
Summative Assessment ◽  
Assessment Process ◽  
Continuous Assessment ◽  
Assessment And Evaluation ◽  
Summative Assessments ◽  
Preparatory Year

The present study is designed to assess the assessment and evaluation process at Preparatory Year Program, Najran University. The research aims to assess the formative and summative assessment process at PYP and offer recommendations to further strengthen the summative/formative assessment and evaluation process. In order to assess the teachers� opinion, the researchers circulated the questionnaire to forty participants and finally, twenty questionnaires given serious attention were selected as samples of this study. The research had a detailed analysis and discussion on the statements of the questionnaire as well as detailed analysis and discussion on the responses of interview. An overall analysis of assessment and evaluation process affirms that summative assessments (question papers) are well designed and closely observe learning objectives and learning outcomes except a few modifications.Keywords: continuous assessment, evaluation, formative assessment, summative assessment

scholarly journals Kemampuan menulis bahasa Inggris siswa melalui self-editing and self-correcting berdasarkan analisis kesalahan gramatikal dan kosakata

LingTera ◽  
2016 ◽  
Vol 3 (1) ◽  
pp. 51
Author(s):  
Mathelda Obisuru ◽  
Widyastuti Purbani
Keyword(s):  
Action Research ◽  
Error Analysis ◽  
Writing Skills ◽  
The Self ◽  
English Writing ◽  
Grammatical Errors ◽  
Writing Skill ◽  
Action Analysis ◽  
Minimum Score ◽  
The Difference

Penelitian ini bertujuan meningkatkan kemampuan menulis bahasa Inggris siswa melalui self-editing and self-correcting berdasarkan analisis kesalahan tata bahasa dan kosakata. Jenis penelitian ini adalah penelitian tindakan kelas. Data dikumpulkan melalui observasi dan dari tes menulis siswa. Penelitian dilakukan secara kolaboratif dalam dua siklus, dan setiap siklus terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. Setelah dilakukan tindakan self-editing and self-correcting dalam dua siklus, ditemukan adanya peningkatan kemampuan menulis bahasa inggris siswa. Peningkatan ini dapat dilihat dari adanya perbedaan hasil analisis kesalahan pada pra-tindakan, tindakan siklus I dan tindakan siklus II. Hasil analisis pra-tindakan menemukan 29,16% memperoleh skor minimal 70, siklus I menemukan 60% siswa memperoleh skor minimal 70, dan siklus II 86,21% siswa memperoleh skor minimal 70. Kesimpulan dari penelitian ini adalah hasil analisis kesalahan tata bahasa dan kosakata yang digunakan sebagai landasan pembelajaran menulis melalui self-editing and self-correcting terbukti mampu meningkatkan kemampuan menulis bahasa Inggris siswa.Kata Kunci: analisis kesalahan, tata bahasa dan kosakata, self-editing and self-correcting, kemampuan menulis. Improving the students english writing skill through self-editing and self-correcting based on grammatical and vocabulary error analysis Abstract This study aims to improve students' English writing skills through self-editing and self-correcting based on grammar and vocabulary error analysis. This is calssroom action research. The data were collected through observation and test techniques from 28 students. The research was carried out collaboratively in two cycles. Each cycle consists of two actions. Each action consists of planning, implementation, observation, and reflection. After the self-editing and self-correcting action in two cycles, there is an increase in students’ English writing skills. The improvement of students’ writing skills can be seen from the difference in the error analysis in pre-action, first and second cycle action. The results of pre-action analysis show that 29,16% of students get 70 as a minimum score. After the implementation of cycle I, it is found that 60% of students get 70 as a minimum score, and in the second cycle, it is found that 86,21% of students get 70 as a minimum score. The conclusion of this research is the analysis of grammatical errors and vocabulary that is used as the basis for studying writing through self-editing and self-correcting can improve the students' English writing skills.Keywords: error analysis, grammar and vocabulary, self-editing and self-correcting, writing skills.

scholarly journals Book Review: Integrated Language Skills: Writing

BELTA Journal ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 43-45
Author(s):  
Takad Ahmed Chowdhury
Keyword(s):  
English Language ◽  
Language Skills ◽  
Intermediate Level ◽  
Learning And Teaching ◽  
English Writing ◽  
Language Studies ◽  
Writing Skill ◽  
Language Courses ◽  
Teaching Of Writing

Integrated Language Skills: Writing is a resourceful book for learning and teaching of writing skill by Dr. Naginder Kaur and Ms. Noorazalia Izha Haron, two lecturers at the Academy of Language Studies, Universiti Technologi MARA (UiTM). The book is tailor made for students pursuing pre-intermediate or intermediate level English language courses and a practical guide for anyone who wants to teach English writing skill at the pre-intermediate or intermediate level.

scholarly journals Students’ writing skill through Telecollaboration: in the context of WhatsApp and Facebook

2020 ◽  
Vol 13 (1) ◽  
pp. 31
Author(s):  
Safiatur Rokhmah
Keyword(s):  
Digital Media ◽  
Teaching Practices ◽  
Writing Skills ◽  
Teaching Writing ◽  
English Writing ◽  
Potential Problems ◽  
Writing Skill ◽  
Learning English

This study focused on observing, identifying potential problems, modifying teaching practices, evaluating the results, reflecting and analyzing the teaching writing skills through telecollaboration. The participants of the research were the students of MA Al Jauharotun Naqiyyah Cibeber grade XII with the total number of 15 students. The students were selected based on the pre-observation writing result which was conducted at the beginning of new term. The selected participants were being taught writing through telecollaboration then observed their progress in learning English writing. The results of the study found that the use of ICT and digital media such as Facebook and WhatsApp application help students in making learning outside school hours. It also motivated students to use English.

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