Ministry of higher and secondary special educaion of the republic of uzbekistan

MINISTRY OF HIGHER AND SECONDARY SPECIAL EDUCAION OF THE REPUBLIC OF UZBEKISTAN
University
Faculty ______________________________
Chair________________________________
Group_______________________________

COURSE WORK

Theme_______________________________

Teacher______________________________
Student______________________________

2022

Plan:
Purposes and types of writing assessment. Authentic assessment of writing
Introduction…………………………………………………………………… 4
Chapter I Essential purposes of writing assessment……………….………. 7

1. 
   Assessing language learners’ writing skills in terms of supporting them to improve their writing comprehension………………………..……… 7
   
2. 
   Evaluating learners’ writing skills in order to assess their progress.…10
   

Chapter II Types of assessing writng skills…………………………….…….14
2.1 Assessing learners’ writng proficiency by direct measurment type……..14
2.2 Assessing learners’ writng proficiency by indirect measurment type…...16
Chapter III Authentic types of assessing writing skill……………………….21
3.1 General information of authentic assessment of writing ……………,.…21
3.2 Some criteria of authentic assessment of writing………………………. 26
Conclusion………………………………………………………………………32
Glossary…………………………………………………………………………33
References………………………………………………………………………36

Introduction
Language is an effective way of communication of our feelings. Therefore, It is may be confined only to human beings for communication intention. Carney (1990) defined language as a set of a few specified vocal symbols that help the human beings to communicate with others. According to Hadely (2001), language is a set of sounds by means of which feelings, thoughts and sentiments are conveyed to other human beings. A newly born baby is unable to speak. The child learns the language with the passage of time as he/she interacts with others. In the beginning he makes various meaningless isolated sounds. It takes time to learn a language. Finally he acquires language and grammatical construction of the language ofhis group by imitation. Human language is transferred from one generation to another generation through a sound learning process.
Language acquisition is contrasted with language learning which is used with reference to a second language which a person learns deliberately; particularly in formal settings like school etc. The researchers like Littlefair (1991), Dockrell and Messer (1988), and Widdowson, (1978) distinguished languageacquisition from language learning and used the expression of first language acquisition in contrast with second language learning but many researchers and theorists don’t distinguish between the two. Farzan (2000) for instance, treated language acquisition as a purely stylistic alternate to language learning. The four main skills of the English language are reading, listening, speaking, and writing. A person needs a mastery of various elements to use the language to convey thoughts, wishes, intentions, feeling and information in a written form (Pamela, 1991).
The four basic English language skills are divided into two categories such as receptive skills and productive skills. Reading and listening are considered receptive skills whereas speaking and writing are known as productive skills. Writing is one of the four basic skills. The students start learning tocommunicate through written form as they begin to interact with othersat school level. The writing skill is more complicated than that of other language skills. Even sometimesa native speaker of the English language may experience complication in a tricky situation. Basically the writing skill requires a well-structured way of the presentation of thoughts in an organized and planned way (Braine & Yorozu, 1998). Advanced writing skill is one of the basic requirements for better academic performance as well as other activities related to writing presentation (National Assessment of Educational Progress, 2002).
Writing is the one of the basic skills of the English language. It is generally considered one of the most difficult that other skills for foreign language students. Even native speakers feel difficulty in showing a good command of writing. (Johnstone, Ashbaugh, & Warfield, 2002). The ESL teachers include writing skills in the syllabus because this is an essential element for students' academic success. (Kellogg, 2008) because writing helps to i) reinforce the grammatical structure, ii) enhance the students’ vocabulary, iii) and assist other language skills such as reading, listening and speaking. Writing success is used multifarious purposes at school level. Providing assistance to the students inside and outside the classroom, awarding a grade, selection of students for appropriate courses, evaluation of programs are considered important aspects of assessment in writing skill. The process of assessment of written literacy should be well organized and well managed to make it transparent and meaningful ((Elander, Harrington, Norton, Robinson, & Reddy, 2006)