Overview

Assessment covers all sorts of activities that teachers engage in to evaluate their pupils' progress and learning needs. Though it is an integral component of teaching, it is regrettable that many programs in EFL teaching do not require assessment courses. Thus, several teachers enter the classroom without a thorough grounding in assessment issues. Yet, courses on teaching writing often devote a limited amount of time to the discussion of assessment. Therefore, it is too complex to choose rating scales and delineate criteria for valid and reliable essay evaluation. Furthermore, teachers need to determine an effective and formal method of assessing writing ability and specify an appropriate rating scale to serve in the teaching-learning assessment process in the writing classroom. The present study is an attempt to investigate the pedagogical tools for improving our pupils' writing ability through an effective assessing system. Specifically, the study's problematic statement endeavors to evaluate 3rd-year Literature and Philosophy pupils' writing skills as qualified to be vague and weak. In terms of the general layout, the work comprises four chapters.

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