space.template.Reflection+Report+on+“Workshop+for+Teachers”+by+British+Council,+Assessment+of+Writing+by+Gulnara+Pirliyeva

**Assessment of Writing ** Speaker of the session was Rama Hathew who is a current instructor at Delhi University.  The aim of the session was to teach and develop teachers`, attending to the session, writing assessment skills. In other words, it focused on the issue how to assess writing effectively. It also conveyed the significant aspects of writing assessment which can work for, rather than against, learning.  In the session the speaker uttered and made some important points about assessment of writing which I have heard for the first or didn`t give a great deal of importance before. The first thing that I was aware by attending to session was appropriateness of vocabulary and grammar structure being substructure determining formality in the writing. In our lectures we are taught what kind of writing is actually considered to be formal or non-formal. I am quite sure that it was mentioned during the courses. However, this was the time when I recognized it with more depth. “Assessment Myths” were another thing that I have heard for the first time. One of the myths of assessment was claimed to be it must always be competitive process, with learners pitted against one another. When students regard assessment as competitive process there are more chances that they may try to write better for next time. And lastly, assessment must be objective but it also can be scientific.  The language levels and information that we have been provided with are applicable from elementary level students up to advanced level ones. Yet, I think it is not quite applicable to beginner level students since at beginner stage involves adaptation process to a target language. Hence, students at that level are actually not required to engage with actual writing. In other words, writing at that level is always very simplified which results in inapplicability of most of the suggestions and ideas at that stage.  I partially agreed with the idea that fear of failure is a motivation. In fact, it is extrinsic motivation which makes one to set goals and act with certain behavior in reality. Some people may totally disagree with the idea claiming it may lead to failure because of too much anxiety and fear but I think it is person-centered. While it may be dangerous for someone, it may be quite advantages for the one trying to find solution for the situation. So, I partially agree with the claim.  The session was quite informative. In fact, it was both concise and precise. It was quite clear for, I didn`t encounter any unclear point. In addition, the speaker was fluent and had accurate speech. Yet, there is one question I wish I had asked the presenter. She mentioned that assessment of writing can be scientific. However, I couldn`t find out how it can be scientific. I am convinced that she definitely would have an answer to my question but since I don`t have it I wish I could have asked.  To continue with, most of the acclaims and ideas in the session could be, actually should be directly applied in English classes in Turkey. Speaker claimed to give special importance to content, unity and coherence, organization, adequacy, style and accuracy while assessing writing. These are really important factors that one should think while assessing writing. In fact, I am quite sure that teachers in Turkey do consider these factors while assessing writing. Yet, I wanted to mention about them.  Lastly, I really enjoyed the presentation. It was quite effective in a sense helped me to review my prerequisite knowledge about assessment of writing. In addition, I learned several new ideas that I haven`t heard before which I found useful. So, I would really thank to the presenter and for the organization.
 * Reflection Report on “Workshop for Teachers” by British Council, **