The teacher then is able to control the level and may progressively add more sounds. Through repetition, students are able to listen to an example and then practice their pronunciation as a direct comparison. This is an informal assessment, but could be used as a summary for passages that they are expected to learn, such as the pledge of allegiance or songs.
Letters, emails, greeting cards, invitations Messages, notes Calendar, entries, shopping lists, reminders Financial documents e. Types of Writing performance 1. Imitative To produce written language, the learner must attains skills in the fundamental, basic tasks of writing letters, words, punctuations and very brief sentences.
This category includes ability to spell correctly and to perceive phoneme-grapheme correspondences in the English spelling system. It is a level at which learners are trying to master the mechanics of writing.
At this stage, form is primary if not exclusive focus, while context and meaning are of secondary concern. Intensive Controlled Beyond the fundamentals of imitative writing are skills in producing appropriate vocabulry withing a context, collocations and idioms and correct grammatical features up to the length of a sentence.
Meaning and context are of some importance imitative writing assessments determining corrrectness and appropriateness but in assessment tasks are more concernd with a focus on form, and are rather strictly controlled by the test design.
Responsive Here, assessment tasks require learners to perform at a limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraphs.
Tasks respond to pedagogical directives, lists of criteria, outliness and other guidelines. Genres of writing include brief narrative and descriptions, shorts reports, lab reports, summaries, brief responses to reading and interpretations of charts or graphs.
Under specified conditions, the writer begins to exercise some freedom of choice among alternative forms of expression of ideas. The writer has mastered the fundamentals of sentences-level grammar and is more focused on the discourse conventions that will achieve the objectives of the written text.
Form focused attention is mostly at the discourse level, with a strong emphasis on context and meaning. Extensive Extensive writing implies successful management of all the processes and strategies of writing for all purposes, up to the length of an essay, a term paper, a major research project report, or even a thesis.
Writers focus on achieving a purpose, organizing and developing ideas logically, using detalis to support or illustrate ideas, demonstrating syntactic and lexical variety, and in many cases, engaging in the process of multiple draft to achieve a final product.
Focus on grammatical form is limited to occasional editing, or proofreading of a draft. Micro and Macro Skills of Writing 1. Macroskills Macroskills are essential for the successful mastery of responsive and extensive writing.
Designing Assessment Tasks 1.
We examine this level of writing first.Assessment Title/ Description: Imitative (1) Annotation: At the imitative stage, form is the primary focus.
Beginning-level ELLs (young to old) need basic training in and assessment if imitative writing. Imitative writing includes the rudiments of forming letters, words, and simple sentences.
Imitative Writing Imitative writing requires students to demonstrate skills in the fundamental tasks of writing letters, correctly spelling words, correctly placing punctuation marks, and constructing very brief sentences (Brown ).
The assessment is therefor, imitative writing: forming letters, words, and simple sentences. First, students need to learn to produce the letters and then build from there. They start with tasks in hand - writing letters, words, and punctuation, then spelling tasks and detecting phoneme-grapheme correspondences.
Linking Classroom Assessment with Student Learning Listening. Learning. Leading. When properly developed and interpreted, assessments can help teachers better understand what their students are learning.
By providing the means to gather evidence about what students know and can do, classroom assessment can help teachers.
-apply to imitative and intensive writing tasks-producing graphemes and orthographic patterns-writing at an efficient rate-use of appropriate core words and word order -types of assessments: multiple choice techniques, matching, cloze techniques-techniques: defining, using a word in a sentence.
ELL Assessments Tips ELL Assessments are designed for tracking students' language skills progress at key points in the school year. Assessments at all grade ranges give teachers in-depth information about students' language development across the domains of speaking, writing, reading, and listening.