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Effects of Writing Assessment and Differentiated Instruction in the Education of Writing for Students Majoring in the Natural Sciences and Engineering — Concentrating on the Cases of KAIST

Jo Yunjeong 1

1한국과학기술원

Accredited

ABSTRACT

This paper examines the details and effects of the level tests executed at KAIST, and shows the impact of differentiated instruction on the writing abilities of students, in order to demonstrate the necessity of writing assessments and differentiated instructions on writing education at universities. All of the students of KAIST have to take a ‘writing level test’, after which they take lectures on writing according to the grade obtained. This paper summarizes the contents and grading methods of the ‘writing level test’, which was incorporated in order to objectively identify the writing abilities of students. This kind of evaluation system can help in establishing the purposes and methods of writing education according to each student’s current status, and make the students establish a definite and firm motive for writing education. In addition, as an example of differentiated instruction, this paper summarizes the concrete contents and characteristics of the lectures titled ‘basics of writing’ and ‘logical writing’ respectively, which are executed at KAIST. This paper also emphasizes the method and effects of ‘one to one consultation’, which is an essential step of the above lectures. The effectiveness of graded learning is verified through surveys that were carried out during the process of ‘one to one consultation’ and the degree of improvement is seen from the results of the end of term writing test. The writing level test and education program of KAIST is based on the premise of a small group of students, the student’s desire for learning, the educational passion of the professor, and the contribution of the writing center. The process through which writing evaluation and differentiated instruction were carried out at KAIST provide several implications for inspecting problems and finding ways of developing writing education programs in universities.

Citation status

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