Sampling Techniques
SAMPLING TECHNIQUES
by Daniel R. Tomal in Action Research for Educators. Rowman & Littlefield Education.2010.pp29.
Sampling is defined as selecting the subjects for a study from a specific population. There are several sampling techniques used in research, such as simple random sampling, tratified sampling, cluster sampling, systematic sampling, convenience sampling, and purposeful sampling.
1.Random Sampling
Random sampling provides a process in which each subject has an equal and independent chance of being selected. Simple random sampling is picking names from a hat. Random sampling is considered one of the best ways to select subjects from a defined population for a study because it provides a high probability that the subjects will represent the entire population.
2. Stratified Sampling
Stratified sampling is a method of selecting equally sized subgroups of subjects from a known population. For example, if a researcher desired to gain the opinion from both male and female teachers, then he or she would select equally sized proportions of subjects from each group. If there were 100 male teachers and 50 female teachers, and the researcher desired an equal representation of 30 subjects, he or she might select 20 male teachers and 10 female teachers.
3. Cluster Sampling
Cluster sampling is concerned with selecting random groups versus individuals, such as classes of students. For example, if a researcher desired 90 subjects, he or she might select three classes of 30 students from the population. Cluster sampling is useful for securing subjects from large populations or when there are intact groups, such as class-rooms, and it is not practical or possible to select individual students. It can also be a convenient and quick process for selecting subjects.
4. Systematic Sampling
Systematic sampling is rarely used in education. This sampling process involves selecting every preset number of people from a list (e.g., every tenth person). The formula is expressed by K the number in population desired divided by the desired sample number. This expression results in a number representing K, such as K 10, and, therefore, every tenth name would be selected. Systematic sampling is similar to the process used in physical education class whereby the coach calls out each student by number, and every tenth student is placed on a specific team. Systematic sampling is sometimes criticized for not being a truly random selection process since all the subjects do not have an equal and independent chance of being selected, and certain subgroups could be excluded. This can be reduced by ensuring that the subjects are randomly listed before selecting the subjects.
5. Convenience Sampling
Convenience sampling is used as the term implies—the subjects are conveniently accessible. For example, a teacher may use his or her own class of students for the study. This type of sampling is not random, but in action research, the researcher is generally not concerned with the generalizability of the results. Generalizability refers to the extent towhich the findings can be applied to the general population. Also, while statistical methods can be applied to data obtained by convenience sampling, the results are more valid and reliable when random sampling has been used for selecting the subjects for the study.
6. Purposeful Sampling
Purposeful sampling is a commonly used sampling technique in action research. Purposeful sampling selects those subjects who are the specific individuals for whom improvement is desired. In action research, the researcher generally has a defined target population in which he or she desires improvement, and, therefore, purposeful sampling is often the method of sampling. Purposeful sampling is also a popular method used in qualitative research because, similar to action research, the researcher is concerned with selecting “information rich” subjects and often has a predetermined target population identified.
6 Ebook "How to Teach...."
6 EBOOK "HOW TO TEACH...."
by
Ari Julianto
Metode pembelajaran bahasa inggris memainkan peranan yang sangat penting di dalam kegiatan belajar bahasa Inggris. Ada banyak siswa yang mampu mencapai prestasi baik karena diajarkan menggunakan metode pembelajaran bahasa inggris yang tepat. Sebaliknya, kebanyakan siswa merasa bosan dan enggan belajar bahasa Inggris karena metode yang ada begitu membosankan.
Sebuah metode pembelajaran bahasa Inggris merupakan kunci dalam pembelajaran. Apabila seorang guru menerapkan metode yang kurang tepat serta membosankan, maka habislah sudah kelas tersebut. Rata-rata, siswa akan cenderung bosan dan tidak menyukai kelas bahasa Inggris yang berlansung selama hampir dua jam.
Pada postingan kali ini, saya memberikan beberapa ebook How to Teach..... semoga enam ebook ini dapat berguna bagi para pembaca sekalian.
1. How to Teach Writing DOWNLOAD
2. How to Teach Vocabulary DOWNLOAD
3. How to Teach Grammar DOWNLOAD
4. How to Teach Exams DOWNLOAD
5. How to Teach Pronunciation DOWNLOAD
6. How to Teach English DOWNLOAD
byAri Julianto
Metode pembelajaran bahasa inggris memainkan peranan yang sangat penting di dalam kegiatan belajar bahasa Inggris. Ada banyak siswa yang mampu mencapai prestasi baik karena diajarkan menggunakan metode pembelajaran bahasa inggris yang tepat. Sebaliknya, kebanyakan siswa merasa bosan dan enggan belajar bahasa Inggris karena metode yang ada begitu membosankan.
Sebuah metode pembelajaran bahasa Inggris merupakan kunci dalam pembelajaran. Apabila seorang guru menerapkan metode yang kurang tepat serta membosankan, maka habislah sudah kelas tersebut. Rata-rata, siswa akan cenderung bosan dan tidak menyukai kelas bahasa Inggris yang berlansung selama hampir dua jam.
Pada postingan kali ini, saya memberikan beberapa ebook How to Teach..... semoga enam ebook ini dapat berguna bagi para pembaca sekalian.
1. How to Teach Writing DOWNLOAD
2. How to Teach Vocabulary DOWNLOAD
3. How to Teach Grammar DOWNLOAD
4. How to Teach Exams DOWNLOAD
5. How to Teach Pronunciation DOWNLOAD
6. How to Teach English DOWNLOAD
Tips Umum Membuat Soal
TIPS UMUM MEMBUAT SOAL
by Ben Clay in Is This A Trick Question? A Short Guide to Writing Effective Test Questions. Kansas State Department of Education.2001. pp3-4.
There are two general categories of test items:
1. Objective items which require students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a Statement.
2. Subjective or essay items which permit the student to organize and present an original answer.
Objective items include:
a. multiple choice
b. true-false
c. matching
d. completion
General Tips About Testing
1. Length of Test
In theory, the more items a test has, the more reliable it is. On a short test a few wrong answers can have a great effect on the overall results. On a long test, a few wrong answers will not influence the results as much. A long test does have drawbacks. If a test is too long, and particularly if students are doing the same kind of item over and over, they may get tired and not respond accurately or seriously. If a test needs to be lengthy, divide it into sections with different kinds of tasks, to maintain the student's interest.
2. Clear, Concise Instructions
It is necessary to give clear, concise instructions. It is useful to provide an example of a worked problem, which helps the students understand exactly what is necessary. What seems to be clear to the writer may be unclear to someone else.
3. Mix It Up!
It is often advantageous to mix types of items (multiple choice, true-false, essay) on a written exam or to mix types of exams (a performance component with a written component). Weaknesses connected with one kind of item or component or in students’ test taking skills will be minimized.
4. Test Early
It is helpful for instructors to test early in the term and consider discounting the first test if results are poor. Students often need a practice test to understand the format each instructor uses and anticipate the best way to prepare for and take particular tests.
5. Test Frequently
Frequent testing helps students to avoid getting behind, provides instructors with multiple sources of information to use in computing the final course grade (thus minimizing the effect of “bad days”), and gives students regular feedback. It is important to test various topics in proportion to the emphasis given in class. Students will expect this practice and will study with this expectation.
6. Check For Accuracy
Instructors should be cautious about using tests written by others. Often, items developed by a previous instructor, a textbook publisher, etc., can save a lot of time, but they should be checked for accuracy and appropriateness in the given course.
7. Proofread Exams
On written exams, it is important to proofread exams carefully and, when possible, have another person proofread them. Tiny mistakes, such as misnumbering the responses, can cause big problems later. Collation should also be checked carefully, since missing pages can cause a great deal of trouble.
8. One Wrong Answer
Generally, on either a written or performance test, it is wise to avoid having separate items or tasks depend upon answers or skills required in previous items or tasks. A student’s initial mistake will be perpetuated over the course of succeeding items or tasks, penalizing the student repeatedly for one error.
9. Special Considerations
It is important to anticipate special considerations that learning disabled students or non-native speakers may need. The instructor needs to anticipate special needs in advance and decide whether or not students will be allowed the use of dictionaries, extra time, separate testing sites, or other special conditions.
10. A Little Humor
Instructors have found that using a little humor or placing less difficult items or tasks at the beginning of an exam can help students with test anxiety to reduce their preliminary tension and thus provide a more accurate demonstration of their progress.
by Ben Clay in Is This A Trick Question? A Short Guide to Writing Effective Test Questions. Kansas State Department of Education.2001. pp3-4.
There are two general categories of test items:
1. Objective items which require students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a Statement.
2. Subjective or essay items which permit the student to organize and present an original answer.
Objective items include:
a. multiple choice
b. true-false
c. matching
d. completion
General Tips About Testing
1. Length of Test
In theory, the more items a test has, the more reliable it is. On a short test a few wrong answers can have a great effect on the overall results. On a long test, a few wrong answers will not influence the results as much. A long test does have drawbacks. If a test is too long, and particularly if students are doing the same kind of item over and over, they may get tired and not respond accurately or seriously. If a test needs to be lengthy, divide it into sections with different kinds of tasks, to maintain the student's interest.
2. Clear, Concise Instructions
It is necessary to give clear, concise instructions. It is useful to provide an example of a worked problem, which helps the students understand exactly what is necessary. What seems to be clear to the writer may be unclear to someone else.
3. Mix It Up!
It is often advantageous to mix types of items (multiple choice, true-false, essay) on a written exam or to mix types of exams (a performance component with a written component). Weaknesses connected with one kind of item or component or in students’ test taking skills will be minimized.
4. Test Early
It is helpful for instructors to test early in the term and consider discounting the first test if results are poor. Students often need a practice test to understand the format each instructor uses and anticipate the best way to prepare for and take particular tests.
5. Test Frequently
Frequent testing helps students to avoid getting behind, provides instructors with multiple sources of information to use in computing the final course grade (thus minimizing the effect of “bad days”), and gives students regular feedback. It is important to test various topics in proportion to the emphasis given in class. Students will expect this practice and will study with this expectation.
6. Check For Accuracy
Instructors should be cautious about using tests written by others. Often, items developed by a previous instructor, a textbook publisher, etc., can save a lot of time, but they should be checked for accuracy and appropriateness in the given course.
7. Proofread Exams
On written exams, it is important to proofread exams carefully and, when possible, have another person proofread them. Tiny mistakes, such as misnumbering the responses, can cause big problems later. Collation should also be checked carefully, since missing pages can cause a great deal of trouble.
8. One Wrong Answer
Generally, on either a written or performance test, it is wise to avoid having separate items or tasks depend upon answers or skills required in previous items or tasks. A student’s initial mistake will be perpetuated over the course of succeeding items or tasks, penalizing the student repeatedly for one error.
9. Special Considerations
It is important to anticipate special considerations that learning disabled students or non-native speakers may need. The instructor needs to anticipate special needs in advance and decide whether or not students will be allowed the use of dictionaries, extra time, separate testing sites, or other special conditions.
10. A Little Humor
Instructors have found that using a little humor or placing less difficult items or tasks at the beginning of an exam can help students with test anxiety to reduce their preliminary tension and thus provide a more accurate demonstration of their progress.
Bentuk Tes Tertulis
BENTUK TES TERTULIS
by Pusat Penilaian Pendidikan Balitbang-Depdiknas in Panduan Penulisan Soal Pilihan Berganda. Balitbang. 2007. pp 11-14.
1. Bentuk Tes Tertulis
Soal tes tertulis dapat diklasifikasikan menjadi dua yaitu:
a. soal dengan memilih jawaban yang sudah disediakan (bentuk soal pilihan ganda, benar-salah), dan
b. soal dengan memberikan jawaban secara tertulis (bentuk soal isian, jawaban singkat dan uraian).
Dilihat dari bentuk soalnya, tes tertulis dapat dikelompokkan menjadi
a. Tes tertulis objektif seperti pilihan ganda dan isian, dan
b. Tes tertulis non-objketif seperti bentuk soal uraian non-objketif.
2. Bentuk Soal Pilihan Ganda
Soal pilihan ganda merupakan bentuk soal yang jawabannya dapat dipilih dari beberapa kemungkinan jawaban yang telah disedikan. Kontruksinya terdiri dari pokok soal dan pilihan jawaban. Pilihan jawaban terdiri atas kunci dan pengecoh. Kunci jawaban harus merupakan jawaban benar atau paling benar sedangkan pengecoh merupakan jawaban tidak benar, namun daya jebaknya harus berfungsi, artinya siswa memungkinkan memilihnya jika tidak menguasai materinya.
Soal pilihan ganda dapat diskor dengan mudah, cepat, dan memiliki objektivitas yang tinggi, mengukur berbagai tingkatan kognitif, serta dapat mencakup ruang lingkup materi yang luas dalam suatu tes. Bentuk ini sangat tepat digunakan untuk ujian berskala besar yang hasilnya harus segera diumumkan, seperti ujian nasional, ujian akhir sekolah, dan ujian seleksi pegawai negeri.
Hanya saja, untuk meyusun soal pilihan ganda yang bermutu perlu waktu lama dan biaya cukup besar, disamping itu, penulis soal akan kesulitan membuat pengecoh yang homogen dan berfungsi, terdapat peluang untuk menebak kunci jawaban, dan peserta mudah mencotek kunci jawaban.
Secara umum, setiap soal pilihan ganda terdiri dari:
a. Pokok soal (stem), dan
b. Pilihan jawaban (option).
Pilihan jawaban terdiri atas:
b1. Kunci jawaban dan
b2. Pengecoh (distractor).
Dalam penyusunan soal tes tertulis, penulis soal harus memperhatikan kaidah-kaidah penulisan soal dilihat dari segi materi, konstruksi, maupun bahasa. Selain itu soal yang dibuat hendaknya menuntut penalaran yang tinggi.Hal ini dapat dilakukan antara lain dengan cara :
· mengidentifikasi materi yang dapat mengukur perilaku pemahaman, penerapan, analisis, sintesis, atau evaluasi. Perilaku ingatan juga diperlukan namun kedudukannya adalah sebagai langkah awal sebelum siswa dapat mengukur perilaku yang disebutkan di atas;
· membiasakan menulis soal yang mengukur kemampuan berfikir kritis dan mengukur keterampilan pemecahan masalah; dan
· menyajikan dasar pertanyaan (stimulus) pada setiap pertanyaan, misalnya dalam bentuk ilustrasi/bahan bacaan seperti kasus, contoh, tabel dan sebagainya.
3. Kaidah Penulisan Soal Pilihan Ganda
Dalam menulis soal pilihan ganda harus memperhatikan kaidahkaidah sebagai berikut:
(1) Materi
a. Soal harus sesuai dengan indikator.
b. Pilihan jawaban harus homogen dan logis ditinjau dari segi materi.
c. Setiap soal harus mempunyai satu jawaban yang benar atau yang paling benar.
(2) Konstruksi
d. Pokok soal harus dirumuskan secara jelas dan tegas.
e. Rumusan pokok soal dan pilihan jawaban harus merupakan pernyataan yang diperlukan saja.
f. Pokok soal jangan memberi petunjuk ke arah jawaban benar.
g. Pokok soal jangan mengandung pernyataan yang bersifat negatif ganda.
h. Panjang rumusan pilihan jawaban harus relatif sama.
i. Pilihan jawaban jangan mengandung pernyataan, "Semua pilihan jawaban di atas salah", atau "Semua pilihan jawaban di atas benar".
j. Pilihan jawaban yang berbentuk angka atau waktu harus disusun berdasarkan urutan besar kecilnya nilai angka tersebut, atau kronologisnya.
k. Gambar, grafik, tabel, diagram, dan sejenisnya yang terdapat pada soal harus jelas dan berfungsi.
l. Butir soal jangan bergantung pada jawaban soal sebelumnya.
(3) Bahasa
m. Setiap soal harus menggunakan bahasa yang sesuai dengan kaidah bahasa Indonesia.
14. Jangan menggunakan bahasa yang berlaku setempat, jika soal akan digunakan untuk daerah lain atau nasional.
n. Setiap soal harus menggunakan bahasa yang komunikatif.
o. Pilihan jawaban jangan mengulang kata atau frase yang bukan merupakan satu kesatuan pengertian.
Catatan
· Jumlah pilihan jawaban untuk soal SD dan SMP adalah empat pilihan
· Jumlah pilihan jawaban untuk SMA dan sederajat yaitu lima pilihan
Penilaian dengan Skala Holistik dan Analistik (untuk Writing dan Speaking)
Penilaian dengan Skala Holistik dan Analistik (untuk Writing dan Speaking)
by J. Charles Alderson et al in Language Test Construction and Evaluation,Cambridge University Press,1995, pp 108-110.
Subject marking tests are usually used for marking tests of writing or speaking. Examiner are required to make judgements which are more complicated than "right-wrong" decision. This scale may consists of number, letters or other labels (ex. "Excellent" or "Very good") which may accompanied by statements of the kind of behavior that each point on the scale refer to. These statements are called "descriptors".
There are basically two types of scales. Examiners may be asked to give a judgement on a candidate's performance as a whole, in which case they will use a holistic scale.
1. Holistic Scale
This type of scale is sometimes also called impression scale, especially when examiners are asked to make their judgements quickly.
18-20 Excellent Natural English with minimal errors and complete realisation of the task set.
16-17 Very good More than a collection Simple sentences, with good vocabulary and structures: Some non-basic errors,
12-1.5 Good Simple but accurate realisation of the task set with sufficient naturalness of English and not many errors.
8-11 Pass Reasonably correct but awkward and non-communicating or fair and natural treatment of subject, with some serious errors.
5-7 Weak Original vocabulary and grammar both inadequate to the subject.
0-4 Very poor Incoherent. Errors . show lack of bask knowledge of English
2. Analytic Scale Other examiners may be asked to judge several components of a performance separately (e.g. handwriting, paragraphing, grammar, choice of vocabulary). This type of marking requires an' analytic scale; where descriptors are given for each component. In analytic marking the candidate may receive higher rating on one component of the performanze than on another; it is up to the institution to decide whether or how to combine these different ratings to provide an overall mark.
Relevance and Adequacy of Content
0.The answer bears almost no relation to the task sets Totally inadequate answer.
1. Answer of limited relevance to the task set. Possibly major gaps in treatment of topic and/or pointless repetition.
2. For the most part answers the task set, though there may be some gaps or redundant information.
3. Relevant and adequate answer to the task set.
Compositional Organisation
0. No apparent organisation of content.
1. Very little organisation of content. Underlying structures not sufficiently apparent.
2. Some organisational skills in evidence but not adequately controlled.
3. Overall shape and internal pattern clear. Organisational skills adequately controlled.
Cohesion
0. Cohesion almost totally absent. Writing is so fragmentary that comprehension of the intended communication is virtually impossible.
1. Unsatisfactory cohesion may cause difficulty in comprehension of most of the intended communication.
2. For the most part satisfactory cohesion though occasional deficiencies may mean that certain parts of the communication are not always effective.
3. Satisfactory use of cohesion resulting in effective communication.
Adequacy of Vocabulary for Purpose0. Vocabulary inadequate even for the most basic parts of the intended communication.
1. Frequent inadequacies in vocabulary for the task . Perhaps frequent' lexical inappropiiacics and/or repetitions.
2. Some inadequacies in vocabulary for the task. Perhaps some lexical inappropriacies and/or circumlocution.
3. Almost no inadequacies in vocabulary for the task. Only rare inappropriacies andlor circumlocution.
Grammar
0. Almost all grammatical patterns inaccurate.
I. Frequent grammatical inaccuracies.
2. Some grammatical inaccuracies.
3. Almost no grammatical inaccuracies.
Mechanical Accuracy I (Punctuation)0. Ignorance of conventions of punctuation.
1. Low standard of accuracy of punctuation.
2. Some inaccuracies of punctuation.
3. Almost no inaccuracies of punctuation.
Mechanical Accuracy II (Spelling)0. Almost all spelling inaccurate.
I. Low standard of accuracy in spelling.
2. Some inaccuracies in spelling.
3. Almost no inaccuracies in spelling.
by J. Charles Alderson et al in Language Test Construction and Evaluation,Cambridge University Press,1995, pp 108-110.
Subject marking tests are usually used for marking tests of writing or speaking. Examiner are required to make judgements which are more complicated than "right-wrong" decision. This scale may consists of number, letters or other labels (ex. "Excellent" or "Very good") which may accompanied by statements of the kind of behavior that each point on the scale refer to. These statements are called "descriptors".
There are basically two types of scales. Examiners may be asked to give a judgement on a candidate's performance as a whole, in which case they will use a holistic scale.
1. Holistic Scale
This type of scale is sometimes also called impression scale, especially when examiners are asked to make their judgements quickly.
18-20 Excellent Natural English with minimal errors and complete realisation of the task set.
16-17 Very good More than a collection Simple sentences, with good vocabulary and structures: Some non-basic errors,
12-1.5 Good Simple but accurate realisation of the task set with sufficient naturalness of English and not many errors.
8-11 Pass Reasonably correct but awkward and non-communicating or fair and natural treatment of subject, with some serious errors.
5-7 Weak Original vocabulary and grammar both inadequate to the subject.
0-4 Very poor Incoherent. Errors . show lack of bask knowledge of English
2. Analytic Scale Other examiners may be asked to judge several components of a performance separately (e.g. handwriting, paragraphing, grammar, choice of vocabulary). This type of marking requires an' analytic scale; where descriptors are given for each component. In analytic marking the candidate may receive higher rating on one component of the performanze than on another; it is up to the institution to decide whether or how to combine these different ratings to provide an overall mark.
Relevance and Adequacy of Content
0.The answer bears almost no relation to the task sets Totally inadequate answer.
1. Answer of limited relevance to the task set. Possibly major gaps in treatment of topic and/or pointless repetition.
2. For the most part answers the task set, though there may be some gaps or redundant information.
3. Relevant and adequate answer to the task set.
Compositional Organisation
0. No apparent organisation of content.
1. Very little organisation of content. Underlying structures not sufficiently apparent.
2. Some organisational skills in evidence but not adequately controlled.
3. Overall shape and internal pattern clear. Organisational skills adequately controlled.
Cohesion
0. Cohesion almost totally absent. Writing is so fragmentary that comprehension of the intended communication is virtually impossible.
1. Unsatisfactory cohesion may cause difficulty in comprehension of most of the intended communication.
2. For the most part satisfactory cohesion though occasional deficiencies may mean that certain parts of the communication are not always effective.
3. Satisfactory use of cohesion resulting in effective communication.
Adequacy of Vocabulary for Purpose0. Vocabulary inadequate even for the most basic parts of the intended communication.
1. Frequent inadequacies in vocabulary for the task . Perhaps frequent' lexical inappropiiacics and/or repetitions.
2. Some inadequacies in vocabulary for the task. Perhaps some lexical inappropriacies and/or circumlocution.
3. Almost no inadequacies in vocabulary for the task. Only rare inappropriacies andlor circumlocution.
Grammar
0. Almost all grammatical patterns inaccurate.
I. Frequent grammatical inaccuracies.
2. Some grammatical inaccuracies.
3. Almost no grammatical inaccuracies.
Mechanical Accuracy I (Punctuation)0. Ignorance of conventions of punctuation.
1. Low standard of accuracy of punctuation.
2. Some inaccuracies of punctuation.
3. Almost no inaccuracies of punctuation.
Mechanical Accuracy II (Spelling)0. Almost all spelling inaccurate.
I. Low standard of accuracy in spelling.
2. Some inaccuracies in spelling.
3. Almost no inaccuracies in spelling.
Skala Penilaian Writing
SKALA PENILAIAN WRITING
by H Doughlas Brown.in Language Assessment, Principles and Classroom Practice. Longman. 2003, pp 244-247.
by H Doughlas Brown.in Language Assessment, Principles and Classroom Practice. Longman. 2003, pp 244-247.
Analytic scale for rating
composition tasks (Brown & Bailey, pp. 39-47)
20-18 17-15 14-12 11-6 5-
Excellent to Good Good to Adequate Adequate to Fair Unacceptable-not college-level work
I.
Organization: Appropriate title, Adequate title, Mediocre or scant Shaky or minimally Absence of 20-18 17-15 14-12 11-6 5-
Excellent to Good Good to Adequate Adequate to Fair Unacceptable-not college-level work
Introduction, effective introduction, and introduction
or recognizable introduction
or
Body, and introductory conclusion; body conclusion; introduction; conclusion; no
Conclusion paragraph, topic is of essay is problems with the organization can apparent
Body, and introductory conclusion; body conclusion; introduction; conclusion; no
Conclusion paragraph, topic is of essay is problems with the organization can apparent
stated,
leads to acceptable, but order
of ideas En barely
be seen; organization of
body;
transitional some evidence body; the severe problems body; severe lack
expressions
used; may be lacking, generalizations with ordering of of supporting
arrangement
of some
ideas aren't may not be fully ideas; lack of evidence; writer
material
shows fully developed; supported by the supporting has not made any
plan
(could be sequence is logical evidence given; evidence effort to organize
outlined
by reader); but transitional prohleins conclusion weak or the composition supporting expressions may he organization illogical; (could not be
evidence given for absent or misused interfere inadequate effort at outlined by reader)
evidence given for absent or misused interfere inadequate effort at outlined by reader)
generalizations; organization
conclusion logical
and complete
II, Logical Essay addresses the Essay addresses the Development of Ideas incomplete; Essay is incomplete
II, Logical Essay addresses the Essay addresses the Development of Ideas incomplete; Essay is incomplete
development assigned topic; the issues but misses ideas not complete essay does not inadequate
.ind
of ideas: ideas are concrete some points; ideas or essay is reflect careful does not reflect
Content and thoroughly could be more fully somewhat off the thinking or was college-level-work
of ideas: ideas are concrete some points; ideas or essay is reflect careful does not reflect
Content and thoroughly could be more fully somewhat off the thinking or was college-level-work
developed; no developed; some topic; paragraphs hurriedly written; no apparent effort
extraneous extraneous material aren't divided inadequate effort in to consider the
material; essay is present exactly right area of content topic carefully
extraneous extraneous material aren't divided inadequate effort in to consider the
material; essay is present exactly right area of content topic carefully
Ill.
Grammar Native-like fluency Advanced Ideas are getting Numerous serious Severe grammar
in English proficiency in through to the grammar problems problems interfere
grammar; correct English grammar; reader, but interfere with greatly with the
use of relative some grammar grammar problems communication of message; reader
clauses, problems don't are apparent and the writer's ideas; can't understand
prepositions, influence have a negative grammar review of what the writer was
modals, articles, communication, effect on some areas clearly trying to say;
verb forms, and although the reader communication; needed; difficult to unintelligible
tense sequencing; is aware of them; run-on sentences or read sentences sentence structure
no fragments or no fragments or fragments present
run-on sentences run-on sentences
in English proficiency in through to the grammar problems problems interfere
grammar; correct English grammar; reader, but interfere with greatly with the
use of relative some grammar grammar problems communication of message; reader
clauses, problems don't are apparent and the writer's ideas; can't understand
prepositions, influence have a negative grammar review of what the writer was
modals, articles, communication, effect on some areas clearly trying to say;
verb forms, and although the reader communication; needed; difficult to unintelligible
tense sequencing; is aware of them; run-on sentences or read sentences sentence structure
no fragments or no fragments or fragments present
run-on sentences run-on sentences
IV.
Punctuation, Correct use of Some
problems Uses general Serious problems Complete disregard
spelling, and English writing with writing writing conventions with format of for English writing
mechanics conventions: left conventions or but has errors; paper; parts of conventions; paper
and right margins, punctuation; spelling problems essay not legible; illegible; obvious
spelling, and English writing with writing writing conventions with format of for English writing
mechanics conventions: left conventions or but has errors; paper; parts of conventions; paper
and right margins, punctuation; spelling problems essay not legible; illegible; obvious
all
needed capitals, occasional
spelling distract reader; errors in sentence capitals missing, no
paragraphs errors; left margin punctuation errors punctuation and margins, severe
indented, correct; paper is interfere with ideas final punctuation; spelling problems
punctuation and neat and legible unacceptable to
spelling; very near educated readers
paragraphs errors; left margin punctuation errors punctuation and margins, severe
indented, correct; paper is interfere with ideas final punctuation; spelling problems
punctuation and neat and legible unacceptable to
spelling; very near educated readers
V. Style and Precise vocabulary Attempts variety; Some vocabulary Poor expression of inappropriate use
quality of usage; use of good vocabulary; misused; lacks ideas; problems in of vocabulary; no
expression parallel structures; not wordy; register awareness of vocabulary; lacks concept of register
quality of usage; use of good vocabulary; misused; lacks ideas; problems in of vocabulary; no
expression parallel structures; not wordy; register awareness of vocabulary; lacks concept of register
concise; register OK; style fairly register; may be variety of structure or sentence variety
good concise too wordy
good concise too wordy