A study on the assessment method of communicative writing by primary and secondary school students

Abstract

Content, rhetoric and structure are the common areas for assessment of writing in Chinese by primary and secondary school teachers. This traditional assessment method is rather subjective and sometimes not reliable. There is also no rationale in the teaching of practical writing. In this study, the theories of communication are used to construct a marking scheme to assess the communicative abilities of school students. The new assessment method has been compared with the traditional method. It is found that the former is more effective. The findings are useful for assessment of writing and teaching of writing.

現行中小學的寫作評核一般以內容、文辭及結構三項作為標準，評核方法存在主觀和隨意性；也缺乏一套理論系統評訂實用文或應用文寫作。本研究嘗試利用傳播學的理論編制中小學傳意寫作評定標準，評定中小學生的實用文或傳意寫作的能力；並進一步分析傳意寫作評定與現行寫作評定的相關，以制訂更準確和有效的寫作評定標準。研究結果可以作為日後改革寫作教學及寫作評量的基礎。