Dear Ha Pham,

Writing essentially involves management of a complex array of skills from document creation to document management , and critical thinking. However, in actual classroom contexts, we have to resort to a relatively simple on demand writing criteria.Therefore, it is usually better to use an analytical rather than holistic assessment method. For instance, you can base your assessment grid measuring change utilizing the following criteria:

1) Sentence level skills including mechanics of writing, grammar, variety of structures, use of diction, etc.

2) Document level skills including organization, exploitation of writing strategies used in planning and/or drafting, etc.

3) Critical content including genre specific skills such as effective use of linguistic resources for materializing the targeted genre (e.g., narration, exposition, persuasion, etc.).

In this way, you can have a realistically fair profile of your students' writing comparing the initial draft with the final draft.

Best regards,

R. Biria

I like this model for evaluating writing (see attached file).  You could use this rubric after the first draft and after the final draft is turned in.

I work with a high percentage of Japanese students in my writing classes.  My first approach for summative assessment is to determine how successfully students were able to apply class lessons related to structure and academic writing conventions.  Today, for example, we went over the difference between restrictive and nonrestrictive modification.  Last week we focused on reducing the number of prepositional phrases in sentences.

Papers are due tomorrow, and I will see how successfully they grasped those and other taught concepts.

i think it's better to analyze each student individually. You can refer back to the first drafts of the students and measure the improvement. you can give written feedback in  the form of short comments.

If you're looking at the effect of teaching or feedback, I would recommend what Reza and James have suggested. An alternative approach would be classify the types of changes the learners make, e.g., lexical, morphological, grammatical, etc.. 

Dear Ha Pham,

First of all, i don't know whether my statement could be a toolkit or not, so thanks for your patience.

look i think there will be different path ways to reach the analytical understanding. what i am going to mention is that of Cambridge English hand-book.  As your approach towards doing a writing job, you could divide it into different phases to be analysed.

the following might well be helpful;

please consider;

1. Communicative achievement (as we are supposed to move on the line of communication in the era of communication approaches)

2. Organisation; obviously, it is dealing with cohesive devices clean.

3. Language; it concerns the range of needed vocabulary (please consider styles and precision)

4. content; coherence issue shall be the most important part (what exist among people and thoughts)

Best wishes,

Mahdi.

Hi colleagues,

Thank you very much for your time and your answers. Really appreciate.

@Reza

I agree with you that analytical assessment has certain advantages. So far, I've also used this method to assess student writing. Thanks.

@Michael

I myself like this scoring rubric, too. I used it to assess the quality of student writing which is one of my research questions. Thanks, Michael.

@ James 

Your approach sounds interesting. Can you unpack a little further about how you determine the level of success?

@Lubna

Doing analysis based on individual writing is what I want to do. However, I'm not quite sure how I can record all of the changes students make in their revised draft compared to the first one. Any ideas?

@ Martin

Hi, Martin. I'm not looking at the the effect of teaching, but the effect of peer feedback and how students use the feedback they receive from peers in their revised drafts. I'm very keen on the alternative approach that you suggested because it's exactly what I want to do. Do you know of any methods to analyse revision?

Thank you all and best wishes to your teaching/researching career.

Regards,

Ha Pham

Hi Mahdi,

Many thanks to you and your informative answer whose content keeps me better informed of another approach to assess student writing. I'm excited to apply this to my teaching in the future. At the moment, I'm doing PhD and I'm concerned about student peer feedback, how the student writer use their peers' feedback in their revised drafts and whether their revision results in improved writing quality. What I need now is an method to keep track of all the changes made in the students' revised drafts. 

Thanks and best regards,

Ha Pham

Dear Ha,

You could have an access to "Peer Assessment Scoring Systems in Higher Education [PAHE]" recently developing in RG.

Good Luck 

https://www.researchgate.net/project/Peer-Assessment-Scoring-Systems-in-Higher-Education-PAHE/update/58c674159349407f5e32a2ba?replyToId=58c757249349407f5e33127a

Hi Moohebat,

Thanks for recommending the project to me. That's interesting. Reckon would be beneficial for my further research.  

With regards,

Ha

I agree with Moohebat Shoyukhi