(1) Identifying students’
strengths & areas for improvement & setting
writing objectives
(2) Setting task‐specific assessment criteria and designing writing activities
to help students achieve the assessment criteria
Adopting a Process Approach(3) Providing effective feedback to guide students to
make improvement to their writing drafts
Learning, Teaching and Assessment
(1) Identifying students’
strengths & areas for improvement & setting
writing objectives
(2) Setting task‐specific assessment criteria and designing writing activities
to help students achieve the assessment criteria
Adopting a Process Approach(3) Providing effective feedback to guide students to
make improvement to their writing drafts
Writing – ATM 4 Writing – ATM 5 Writing – ATM 6 Content
Writing short texts to convey simple
information, ideas, personal experiences and opinions on familiar topics with some elaboration
Writing texts to convey simple information, ideas, personal experiences and opinions on familiar topics with some elaboration
Writing texts to convey information, ideas, personal experiences and opinions on familiar topics with elaboration
Pointers
Learners can, for example,
write and reply to simple letters to share personal experiences
write simple descriptions of objects, people, places and events with some details
Pointers
Learners can, for example,
write some formal letters to make simple requests and enquiries
write a range of simple texts to describe, recount, record, explain and propose with some supporting details
write stories with a
Pointers
Learners can, for example,
write some formal letters to make requests and applications with supporting details
write a range of texts to describe, recount, record, explain, propose and summarise with supporting details
(1) Identifying students’ strengths & areas for improvement & setting writing objectives
Identifying Students’
Strengths &
Areas for Improvement
?
An example
、
、
、
、
?
Identifying writing
skills and strategies that
need to be supported
need to be further stretched
need to be given opportunities for development
Learning, Teaching and Assessment
、
Writing – ATM 4 Writing – ATM 5 Writing – ATM 6 Organisation
Linking ideas quite coherently in a short text, and showing an
awareness of overall organisation of ideas
Linking ideas quite coherently in some parts of a text, and showing some overall organisation of ideas
Linking ideas quite coherently throughout the text, and showing appropriate overall organisation of ideas
Pointers
Learners can, for example,
establish links using a small range of cohesive devices with some consistency
arrange ideas in a short text using simple means (e.g.
providing illustrations or explanations) to show a generally clear focus
Pointers
Learners can, for example,
establish links within some paragraphs using a range of cohesive devices with some consistency
arrange ideas in some paragraphs using different means (e.g.
using topic sentences, providing
justification,
providing resolutions to problems in stories) to show a generally clear focus
Pointers
Learners can, for example,
establish links within and across paragraphs using a range of cohesive devices with some consistency
arrange ideas within and across paragraphs using different means (e.g. summarising, creating climax in stories) to show a generally clear focus
Identifying Students’
Strengths &
Areas for Improvement
?
An example
、
、 、
?
Identifying writing
skills and strategies that
need to be supported
need to be further stretched
need to be given opportunities for development
Learning, Teaching and Assessment
40
(1) Identifying students’ strengths & areas for improvement & setting writing objectives
Writing – ATM 3 Writing – ATM 4 Writing – ATM 5 Language and style
Using simple language forms and functions, and simple formats quite appropriately and accurately
Using a small range of quite appropriate and accurate language forms and functions, and showing an awareness of tone, style, register and features of some text types
Using a range of quite appropriate and accurate language forms and functions, and quite appropriate tone, style, register and features of some text types
Pointers
Learners can, for example,
use a small range of simple vocabulary on familiar topics, with some accuracy in spelling and word collocation
use simple present, simple past (mainly familiar verb forms), present continuous and future tenses with some consistency
Pointers
Learners can, for example,
• use a range of adjectives/
adjective phrases to describe and compare with some consistency
• use a small range of tenses with some consistency
• show an awareness of using some stylistic features (e.g.
Pointers
Learners can, for example,
use a range of vocabulary on familiar topics, with most words correctly spelt and some word collocations correct
use a range of tenses and the passive voice with some consistency
use some stylistic features (e.g. use headings and
sub-Identifying Students’
Strengths &
Areas for Improvement
?
An example
、
、
?
Identifying writing
skills and strategies that
need to be supported need to be further stretched
need to be given
opportunities for development
Learning, Teaching and Assessment
、
、
(1) Identifying students’ strengths & areas for improvement & setting writing objectives
Learning, Teaching and Assessment
(1) Identifying students’
strengths & areas for improvement & setting
writing objectives
(2) Setting task‐specific assessment criteria and designing writing activities
to help students achieve the assessment criteria
Adopting a Process Approach(3) Providing effective feedback to guide students to
make improvement to their writing drafts
Promoting Assessment for / as Learning
• Equipping students with the skills and
strategies through targeted instruction and guidance
• Providing quality feedback that helps students progress further
• Engaging students in self‐reflection & letting them keep track of their own learning
Where are the students going?
• Identifying learning goals and assessment criteria
• Using examples & models of strong & weak work
Where are the students now?
Goal What do the students need to do in order to get there?
• Understanding students’ learning performance through a variety of assessment activities, e.g. self-, peer-, teacher assessment