Lake Region Union High School

Writing Process Assessment

Grades 9-12

Section B: Process Assessment Component
Purpose: To provide students, teachers, parents, administrators, and others with feedback relative to
students¡ awareness of and ability to describe their own writing process
Rationale: Writing is a complex act that requires thinking, action, and commitment. Recent research
indicates that it is just as important for students to know how to use the writing process as it is for them to
recognize their strengths and weaknesses as writers (Journal of Reading, November, 1992).
Procedure: This component consists of an ANNUAL (APRIL/MAY) student self-evaluation and a teacher evaluation of that student¡s
familiarity with and use of writing strategies. We suggest that this evaluation take place in Grades 9-12. Before completing either of these evaluations, the student and teacher select one sample of the
student¡s best work (including final draft as well as all preliminary drafts).
The student then completes a self-evaluation of the process used to generate the selected piece of writing. The
teacher indicates, via some school-approved method, that the student has completed the self-evaluation.
Suggested methods of reporting include a teacher-generated narrative or letter, a simple checklist, compilation
of a modified portfolio of student-evaluated pieces, or collection of completed self-evaluation forms. This portfolio, in the case of freshmen, sophomores, and juniors, will be maintained in a central filing cabinet for access by the students¡ teachers.
The teacher evaluation of the student¡s use of writing strategies should be based on the same piece of writing.
Again, methods of documentation -- if deemed necessary -- may vary from
grade level to grade level.
Samples of several types of evaluation forms follow. B.4 and B.5 represent self-evaluation forms for students whereas B.6 is a sample teacher evaluation form which can be used at any level.

Figure B-4: Sample Student Self-Evaluation Form

Student________________________________ Date________________________

Grade Level_________

Course___________________________________________

Directions: Think about everything you did as you wrote this paper. Then
answer each of the questions below as completely as you can.
1. What kinds of things did you do when you wrote the first draft? (Describe
prewriting activities such as reminiscing, webbing, outlining, brainstorming, or
conversing with others.)

Ideas and content
2. Do I have enough information to make my ideas clear?
Organization
3. Do my words, phrases, and sentences tie my ideas together logically?
Voice
4. Is my paper an example of my best effort?
Word Choice
5. Are my words well chosen?
Fluency
6. Does my writing sound good?
Conventions
7. Have I used correct spelling, punctuation, and grammar?

8. How did I or might I share this paper with others?

9. What kinds of changes did I make? How is this paper better than my earlier
drafts?
10. Write a letter to your teacher that summarizes or distills the information provided by you in Questions 1-9.

Figure B.5: Sample Student Self-Evaluation Form
Student ___________________________________ Date ____________________
Grade Level/Course______________
Directions: Think about the strategies you used -- from beginning to end -- in
creating this piece of writing. Then answer each of the questions below as
completely as possible. Use the back of this sheet, if necessary.
1. From what source(s) did you get the ideas for this piece?
2. How many drafts of this paper did you write? What gave you the most
difficulty? Explain.
3. Explain what content changes you made from first draft to final draft.
4. Explain what organizational changes you made from first draft to final
draft.
5. Explain what voice changes you made from first draft to final draft.
6. Explain what word choice changes you made from first draft to final draft.
7. Explain what fluency changes you made from first draft to final draft.
8. Explain what changes in conventions you made from first draft to final draft.
9. Write a letter to your teacher that summarizes or distills the information provided by you in Questions 1-8.

Figure B.6: Teacher Evaluation Form (All Levels)
Student ______________________________________Date__________________
Teacher ____________________________ Course______________________
1. What prewriting techniques (if any) did you observe?
2. Are idea and content changes apparent from first draft to final draft?
Describe briefly.
3. As this paper has developed over time, does it exhibit organizational
improvements?
4. Does this paper reveal the voice of the writer?
5. Has the word choice improved from first draft to final draft?
6. Have the individual sentences improved from early drafts? Are the sentences
strong and varied in structure?
7. Do changes in conventions appear from first to final drafts?
8. What parts of the writing process do you think this student used particularly
well? Which of the five traits do you think the student uses well?
9. What parts of the writing process, if any, do you feel the student is not using
effectively?
10. Which of the five traits do you think the student needs to improve?