The Development and Application of the Sixth Grade Student's Narrative Writing Assessment: A Study at the Middle of Taiwan Area

The purpose of this study is to develop a small-scale writing assessment of different writing content that making sentence, paragraph, and composition. In this study, we re-survey the writing ability among the grade 6 students based on the grade 1-9 integrated curriculum guidelines and construct a scoring scale for a writing assessment by equating design. The results are listed as below: 1. The narrative writing ability among the grade 6 students have no significant difference between different areas; 2. Among the different class scale, some significant differences are found in different scoring categories of composition. It is found that in the average test scores of students, the schools with over 60 classes are better than those with 30- 60 classes; 3. The different narrative writing content of "describing scenery", "describing objects"and "describing characters". The result of the analysis show that there are significant distinctions in "describing scenery", "describing objects"and "describing characters". In the average test scores of narrative writing content, "describing scenery"is better than others, and "describing objects"is better than "describing characters"; 4. The different writing content of making sentence, paragraph, and composition. It is found that in the average test scores of students, making sentence is better then others. Since the results of high correlation among making sentence, paragraph, and composition, we will develop composition, paragraph, and making sentence to solve the problems that it costs a lot of testing time and manual grading.