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This study is that research method of writing assessment matching of direction in nation language art within seventh-curriculum.
First it is investigated characteristics of writing, elements influencing during writing, and writing ability in short as basis principles about writing assessment. I explained that writing is act of creative, communicative, composing, contextual, cooperative, and recursive to require high thinking and imagination and writer accomplishes intention for reader. It is proposed essential elements of task, writer, and situation which give influence in writing assessment. These are important because decide quantity and quality of writing. Writing ability was divided composing and transcribing. Composing ability include producing ideas, organizing information, expressing thinking and emotion. Transcribing ability is expressing with letter think and information to adjust of writing rules.
Second, I researched process assessment and product assessment for method of writing assessment. Writing process consists of planing, producing and organizing content, drafting, revising. Methods of process assessment are conference, observation, protocol, process reports. It has problems directing observation to be impossible, but it is important for improvement on instruction-learning.
Product assessment is accomplished with analysis of text. It is not only assessment of ability using knowledge but writer has knowledge itself. The Methods are holistic assessment it assesses on the basis of whole expression, analytic assessment it assesses on the basis of elements consisting text, and it is assessed oneself along checking lists. But product assessment has limits to be convinced of information about instruction-learning.
And then I searched a kind of interpretation about result information in assessment. In interpretation about result information the Standard is elements of writing performance, objective accomplishment standard, or standard scales. Generally if it has assessment intention of gathering information in instruction-learning for writing, the elements of writing performance is interpretation standard. But if it has assessment intention to be convinced of writing accomplishment or degree on writing development, the point of writing development that is on the basis of objective truth is interpretation standard. Interpretation method is divided interpretation on the basis of single situation, interpretation on the basis of continuous response, interpretation on the basis of almost identical response.
The problem is resolved to progress more writing assessment. First, objective and synthesizing information on writing development is proposed. Second, guide on interpretation and feedback method for instruction-learning is strengthened. Third, continuous and connecting building of gathering information about writing process and product is prepared.

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