The Use of Process and Product Assessment in Teaching EFL Writing Applying Genre-Based Approach

Abstract

The adoption of genre-based approach or text-based instruction in the teaching of English in Indonesia affects EFL teachers’ strategies in designing instruction and assessment procedures. In the implementation of genre-based approach, EFL teachers need to be familiar with the cyclical model of learning that consists of text modelling, joint negotiation of a text, and independent construction of a text. As genre-based approach emphasizes on the process and product of writing, the design of assessment should cover the observation of students’ writing process and the measurement of students’ writing product. For the purpose of sharing ideas on the use of process and product assessment in teaching EFL writing, this paper will discuss the background information about genre-based approach, the notion of process assessment and its kinds, the notion of product assessment, the writing aspects to be assessed, and closed with the discussion of analytic or holistic scoring methods.