G. Definition of Key Terms
3. Assessing Writing
It is necessary for the teacher to evaluate students‟ writing because by evaluating it, the teacher will know how far the ability of the students and the effectiveness of the technique that has been used. According to Depdiknas (2005) to evaluate students‟ writing, the teacher has to use the criteria which has been set previously and communicated with the students such as the use of vocabulary, grammar, cohesion, rhetorical or generic structure of the text, clear of ideas and spelling.
There are many types of scoring rubrics for writing presented by the experts in order to help the researcher to evaluate the students‟ writing. The rubrics can be analytic or holistic scoring rubrics. In the table below O‟Malley and Lorraine (1996) provides an example or an analytic scoring rubric for writing that contains composing (idea development), style, sentence formation, usage, and mechanics.
Table 1 : Analytic scoring rubric by O’Malley and Lorraine Domain
score
Composing Style Sentence
formation
Usage Mechanics 4 Focuses on
central ideas with an organized
and elaborated
text
Purposefully chosen vocabulary.
Sentence variety, information, and voice to affect reader
Standard word order,
no enjambment
(run-on sentences), completeness
(no sentence fragments),
standard modifiers
and
Standard inflections (e.g. plural, possessive, -ed, -ing, with verbs,
and –ly with adverbs).
Subject verb agreement
Effective use of capitalization,
punctuation, and formatting (paragraphs
noted by indenting)
coordinators, and effective transitions
(we were vs. we was)
standard word meaning 3 Central idea,
but not as evenly elaborated
and some digression
Vocabulary less precise
and information
chosen less purposeful
Mostly standard word order,
some enjambment
or sentence fragments
Mostly standard inflections, agreement, and word
meaning
Mostly effective use of mechanics;
error do not detract from
meaning 2 Not a focused
idea or more than one idea,
sketchy elaboration,
and many digressions
Vocabulary basic and
not purposefully
selected;
tone flat or inconsistent
Some non- standard word order, enjambment,
and word omission (e.g. verbs)
Some errors with inflections, agreements,
and word meaning
Some errors with spelling
and punctuation
that detract from meaning 1 No clear idea,
little or no elaboration,
many digressions
Not controlled,
tone flat, sentences halted or choppy
Frequent non-standard
word order, enjambment,
and words omissions
Shifts from one tense to another, errors in conventions (them/those, good/well,
double negatives,
etc)
Misspells even simple words; little formatting
evident
Adopted from O‟Malley and Lorraine (1995)
4 = consistent control 2 = inconsistent control 3 = reasonable control 1 = little or no control
In addition, Hughes (1996) proposed other type of writing scoring rubric. The evaluation for writing test as follow:
Table 2: Scoring Rubric by Hughes
Score Basic
Grammar (5-1)
5 4 3 2 1
Some errors of grammars or words order, which do not, however, interfere with comprehension
Error of grammar or word order frequent, occasional re-reading necessary for full comprehension
error of grammar or word order frequent; effort of interpretation sometimes required on reader‟s part
error of grammar or word order very frequent; reader often has to rely on own interpretation
error of grammar or word order so severe as to make comprehension virtually impossible
5 4 3 2 1
Vocabulary (5-1)
Occasionally uses inappropriate terms or relies on circumlocutions, expression of ideas hardly impaired
Uses of wrong or inappropriate word fairly frequently; expression of ideas may be limited because inadequate vocabulary
Limited vocabulary and frequent errors clearly hinder expression of ideas
Vocabulary so limited and so frequently misused that the reader must often rely on interpretation
Vocabulary limitations so extreme as to make comprehension virtually impossible
5 4 3 2 1
Mechanics (5-1)
Occasional lapses in punctuation or spelling which do not, however, interfere with comprehension
Error in punctuation or spelling fairly frequent; occasional re-reading necessary for full comprehension
Frequent errors in spelling or punctuation; lead sometimes to obscurity Errors in spelling or punctuation so frequent that reader must often rely on own interpretation
Error in spelling or punctuation so severe as to make comprehension virtually impossible
5 4 3 2 1
Fluency (style and ease of communication) (5-1)
Occasional lack of consistency in choice of structures and vocabulary, which does not, however impair overall ease of communication
Patchy with some structure or vocabulary items noticeably inappropriate to general style
Structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease of communication
Communication often impaired by completely inappropriate or misused structures or vocabulary items
A hotchpotch of half-learned misused structures or vocabulary items rendering communication almost impossible
5 4 3 2 1
Form (organization) (5-1)
Material well organized links could occasionally be clearer but communication not impaired
Some lack of organization; re-reading required for classification of ideas
Little or no attempt at connectivity, though reader can deduce some organization
Individual‟s ideas may be clear, but very difficult to deduce connection between them
Lack of organization so severe that communication in seriously impaired
Score = ….(grammar)+ ……(vocabulary)+ …..(mechanic)+ …..(fluency)+….(form)
For the last type of writing scoring rubric is adapted from Brown (2004). It is analytic scale for rating composition tasks.
Table 3: scoring rubric by Brown 20-18
Excellent to good
17-15 Good to adequate
14-12 Adequate
to fair
11-6 Fair to poor
5-1 Poor to very
poor Organization Appropriate
title, effective introductory paragraph, topic is stated, leads to body;
transitional expressions used;
arrangement of material shows plan;
supporting evidence
Adequate title,
introduction
, and
conclusion;
body of essay is acceptable, some ideas are not fully developed, sequence is logical but transitional expressions
may be
Mediocre or scant introducti
on or
conclusion
; problems with the order of ideas in body; the generaliza tions may not be fully supported by the
Shaky or minimally recognizabl e
introduction
;
organization
can be
barely be seen; severe problems with
ordering of ideas; lack of
supporting
Absence or introduction or
conclusion;
no apparent organization of body;
severe lack of
supporting evidence;
writer has not made any effort to organize the composition
given for generalizati ons;
conclusion logical and complete.
absent or misused.
evidence given;
problem of
organizati on interfere.
evidence;
conclusion weak or illogical;
inadequate effort at organization .
Logical development of ideas;
content
Essay addresses the assigned topic; the ideas are concrete and troughly developed;
no
extraneous material;
essay reflects thought.
Essay addresses the issues but misses some points;
ideas could be more fully
developed;
some extraneous material is present.
Developm ent of ideas not complete or essay is somewhat off the topic;
paragraph s are not divided exactly right.
Ideas incomplete;
essay does not reflect careful thinking or was
hurriedly written;
inadequate effort in area of content.
Essay is completely inadequate and does not reflect college level work; no apparent effort to consider the topic
carefully.
Grammar Native-like fluency in English grammar;
correct use of relative clauses, prepositions , modals, articles, verbs, forms and tense sequencing;
no
fragments or run-on sentences.
Advanced proficiency in English grammar, some grammar problems don‟t influence communicat ion,
although the reader is aware of them; no fragments or run-on sentences.
Ideas are getting through to the reader, but
grammar problems are apparent, and have a negative effect of communic ation; run- on
sentences or
fragments present.
Numerous serious grammar problems interfere with
communicat ion of the writer‟s ideas;
grammar review of some areas clearly needed;
difficult to read
sentences.
Severe grammar problems interfere greatly with the
message;
reader can‟t understand what the writer was trying to say;
unintelligibl e sentence structure.
Punctuation, Correct use Some Use Serious Complete
spelling and mechanics
of English writing conventions
; left and right
margins, all needed capitals, paragraphs intended, punctuation and
spelling;
very neat.
problems with writing conventions but has errors;
spelling problems distract reader;
punctuation errors interfere with ideas.
general writing conventio ns but has errors;
spelling problems distract reader;
punctuatio n errors interfere with ideas.
problems with format of paper;
parts of essay not legible;
errors in sentence punctuation and final punctuation;
unacceptabl
e to
educated readers.
disregard for writing conventions
; paper illegible;
obvious capitals missing, no margins, severe spelling problems.
Style and quality of expression
Precise vocabulary usage; use of parallel structures;
concise;
register good.
Attempts variety;
good vocabulary;
not wordy;
register OK;
style fairly concise.
Some vocabular y misused;
lacks of awareness of
register;
may be too wordy.
Poor expression of ideas;
problems in vocabulary;
lacks variety of structure.
Inappropriat e use of vocabulary;
no concept of register of sentence variety.
Adopted from Brown (2004)
From all the types of scoring rubrics for writing above, researcher used writing scoring rubric which is proposed by Brown (2004). He gives clearer separate component of uneven development of sub skills in individuals, and the scorer do not have to spend more time to complete the scoring rubric because the order of five categories are organized appropriately.
Based on the explanation above, this analytic scoring are more suitable and concrete in evaluating the students‟ writing skill, especially for students in second
grade of MTsN Kamang in which the students still struggling with basic structure, lack of vocabulary and how to develop and organize ideas appropriately.