Detail Four Assessment Models in Writing to University Students   Oleh:  Taufiqulloh Jenis: Article from Proceeding Dalam koleksi: 58th TEFLIN International Conference: Language Teaching and Character Building, Semarang, 3rd-5th November 2011, page 1-6. Fulltext: 111.TAUFIQULLAH.pdf (37.0KB) Isi artikel Teaching writing should not only focus on the aspects of grammar and mechanics but also capture some of the processes and complexity involved in writing so that teachers are able to know in which aspects of writing process students have difficulties. This paper mainly aims at exploring four models of assessment that can be employed in teaching writing to university students: self-assessment, peer assessment, teacher assessment and collaborative assessment. These four assessments are put in order, as a sequential process of writing assessment enabling students to gain better writing outcome. Self-assessment of writing refers to a key issue for learner autonomy which encourages the learners the reflection needed to gain increased control as a writer. Through self-assessment, students are be able to appraise their performance accurately for themselves so that they understand what more they need to learn and do not become dependent on their teachers. There are several ways or techniques that can be employed by writing teachers in teaching writing to the students such as dialog journals, learning logs, questionnaire of writing interests and awareness, and checklists of writing strategies. While peer assessment of writing refers to an issue in which the students share their writing leading them to receive feedback from their peers. Students’ papers are evaluated selectively on a rotating basis so that they enable to gain an understanding of each student’s progress while allowing their opportunities to apply performance standards to the work of others. In the academic writing class, for instance, the teachers can distribute peer evaluation and editing checklist or form in which the students check and evaluate the work of others for format, mechanic, content, organization as well as grammar and sentence structures. In teacher assessment, teachers play an important role in providing feedback to students, in setting realistic goals and in evaluating students’ progress. This kind of assessment is a continuous process of writing assessment. Here the students receive feedback from their teachers after they and their peers evaluate their writing. And collaborative assessment can be carried out as the last step of assessment after the previous ones. Here, both teacher and the students can participate in a portfolio conference to discuss students progress. Such a conference can be mutually informative to the teacher to learn how students see their own work and the effectiveness of classroom activities, and to the students to learn more about their strengths and weaknesses and the status of their personal goals. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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