In accordance with the needs analysis of Lingva English language teachers, the 23rd in-house workshop was dedicated to writing assessment. A similar workshop was held On 18t February 2011 with some of the teachers attending both of these events.
Being one of the two most elusive and difficult areas for assessment, besides the speaking skills, since no black-and-white criteria can be set as in the case of listening, grammar and vocabulary, language teachers always appreciate efforts to practice assessment and marking. It is also beneficial for our language school to improve quality and consistency of writing assessment in order to ensure unifed and fair school assessment procedures for young adult and adult groups.
In the first session, teachers brushed up their knowledge of overall CEFR written assessment criteria and then familiarized themselves with the relatively new Cambridge Writing Assessment (sub)scales, first of all four subscales referenced to CEFR level descriptors: Content, Communicative Achievement, Organisation and Language. Special attention was given to clarifying the meaning of specific criteria in each of the subscales. In the second session, teachers were given samples of written students work at B1 and A2 levels to rate them individually and in pairs, which was followed by the whole group discussion. On this occasion, too, agreement was the highest in rating the language, while communicative achievement marks required more harmonizing.The session was ended by agreeing on the exact sets of criteria that will be used uniformly by all teachers for progress test and final exam assessment at each of language proficiency levels.
The workshop was prepared and facilitated by Mirjana Ljiljak-Vukajlović. The next workshop, which will focus on speaking assessment standardisation, will be held in June.
