Microsoft Word language assessment theory with practice

Learning point: To monitor whether Students are making progress in using self-
assessment, the teachers are expected to collect all self-evaluation sheets and 
compare student evaluations with theirs. When there are significant discrepancies 
between the student and teacher evaluations, it is good that the teacher talks to the 
students and tries to understand the reasons for the differences. It could be that the 
“Students did not understand the evaluation criteria”, “The explanations and 
requirements listed on the Self-evaluation sheet were not clear for this group of 
students”, or “Students did not take the self-evaluation responsibility seriously”, 
etc. Depending on the data collected in these meetings, the teacher can decide to 
make changes to teaching procedures, materials, Self-assessment scales etc. 

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Assessment of Language Skills: Productive Skills
179 
Example 3b: Self-assessment form: Asking for and Giving Directions (Grade 5) 
Date: 
Name: 
Instructions:
*Watch your role-plays carefully. 
*Evaluate your performance using the criteria. Tick the emoji. 
*Explain why you think so. Write short notes. 
Criteria 
Great 
Good 
Needs 
work 
Why do I think 
so? 
1. 
Asking for 
directions 
(i)
Grammar 
(ii) 
Place names 
(iii) Pronunciation
2. 
Giving 
directions 
(i)
Grammar 
(ii) 
Place names 
(iii) Pronunciation
Source: http://www.clker.com/cliparts/K/q/Q/E/b/w/smiley-faces-md.png 
C. Assessing Writing 
Writing differently from listening and speaking that are acquired in our 
mother tongues is usually a consciously learned skill through formal 
instruction in a school setting (Hatipoğlu & Algı, 2017, 2018; Uluçay & 
Hatipoğlu, 2017). The training in writing is culture-specific, and it is 

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Language Assessment - Theory with Practice
180 
frequently done “according to each society’s needs, expectations, and 
desires for future generations” (Uysal, 2008, p. 183). Every society has 
unique writing conventions that separate it from others. Once a person is 
trained to write in a certain way, it is challenging to change those habits and 
get used to the schema expected and accepted in a foreign language (Uysal 
2008).
Writing is also a complex productive skill, the successful completion of 
which requires the combination of many micro and macro skills and sub-
processes (Casanave, 2004; Manchon, 2009; Uluçay & Hatipoğlu, 2017). 
What further complicates teaching and assessing writing is that there are 
many writing genres and rhetorical patterns (Devvitt, 2004). To be 
successful in each of these, writers have to learn and adhere to different sets 
of rules (Claridge & Walker 2001; Grainger & Tyson 1996) that can be 
confusing and might require a long time to master. Because of all these, 
many researchers argue that it is one of the most challenging skills to master 
for foreign language students (Hamp-Lyons, 2019; Zimmermann 2000).
Heaton (1990, p. 135) summarises the sets of skills needed for 
successful writing into the following five general components:
(i)