Impact of Planned Writing and Assessment Model on preperation of performance works of eight class students

In this study, impact of 4+1 Planned Writing and Assessment Model, which is one of the process based writing models, on 8th class student's way of making their performance works is assessed. In the research, in addition to the pre test-final test experimental model with control group, conversation is used as a qualitative research method. Sample of the research is 164 8th class student of the HacıBektaş-iVeli Secondary School located in Ankara. Lectures of the experimental group were arranged as 2 hours per week in accordance with the 4+1 Planned Writing and Assessment Model, whereas writing studies of the control group were designed in line with the Turkish Education Program. Application was lasted 12 weeks. In the research, the 4+1 Planned Writing and Assessment Scale and the Attitude Scale developed by Karatay (2011b), as well as a single consultation question of the qualitative part of the test were used in order to obtain data. As a result of the study; it is identified that pre test- final test planned writing skills of experimental group students have a meaningful difference, there is not a meaningful difference between final test writing skills of the experimental and the control group students, whereas there is a meaningful difference in favor of the experimental group students regarding to planning stage of the writing process, there is not a meaningful difference pre test- final test planned writing skills of the control group students, there is not a meaningful difference between pre test- final test written expression attitute scores of the experimental group students, there is not a meaningful difference between pre test- final test written expression attitute scores of the control group students, there is not a meaningful difference between pre test- final test written expression attitutes of the experimental and the control group students. From the opinions of the experimental group students on the applied writing model and writing expressions after the completion of the 4+1 Planned Writing and Assessment Model applications, it is shown that 76,8% of the students found the study helpful for herself/himself, 12,1% of the students were not found the study helpful for herself/himself, and 10,9% of the students stayed indecisive. Keywords: 4+1 Planned Writing and Assessment Model, 8th class students, writing expression, writing attitudes.