Assessment of composition writing of ESL students: issues and challenges

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Adeosun, A.O
Bamidele, P.
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Faculty of Education, University of Lagos
Assessment is often used for a variety of administrative, instructional and research purposes, as it is essentially the measure of how ell learning is progressing. However, there exists numerous problems in the context of English as second language in Nigeria which affect the quality of assessment and frequency of evaluation given while teaching. The study thus investigated some of the factors that affect effective assessment of composition writing. Collection of marked writing assignments were sourced from students, while questionnaires, marking schemes and interviews were used as supportive instruments for sourcing data from 10 teachers and 100 writing samples from students. The study found that factors such as large class size, teachers’ qualification, and teachers’ belief systems affect the effective assessment of composition writing. Given the implications of the findings and the problems they pose on assessment, the study proposed that the stakeholders in education have huge roles to play in curbing some of these factors and should therefore shoulder the responsibility of providing schools with well qualified English language teachers capable of developing and implementing different assessment modes that can clearly depict the progress of learners and their learning.
Scholarly article
ESL, Composition, Assessment, Evaluation, Instruction, Rating, Scoring, Teacher Beliefs
Adeosun, A. O. & Bamidele, P. (2012). Assessment of composition writing of ESL students: issues and challenges. International Journal of Multicultural Education, Vol. 6; 1-19.