This research aimed at investigating types and strategy of writing assessment used by
English vocational teacher in Banjarnegara as the main objectives of this research and
determining the dominant type and strategy of writing assessment among English vocational
teacher in Banjarnegara. Fifty five English Vocational High school teachers were selected as
respondents of this research. This research belongs to survey study, and there were two kinds
of data, namely quantitative and qualitative data. Quantitative data was taken from
questionnaire as the main data source and qualitative data were taken from the interview and
document. Data collection techniques of this research were questionnaire, interview which
was used structure interview and documents. There were some analysis data techniques.
Quantitative data were analyze by scoring the result and made percentage. And for qualitative
data from interview and document were analyzed by data reduction and data display. The
result showed that teachers used all type of assessing writing with different frequency,
namely imitative writing (65.37%), intensive writing (70.78%), responsive and extensive
writing (70.27%), selected-response (74.55%) and constructed-response (68.36%). The
dominant type of assessing writing was selected-response with the frequency 74.55% and
belongs to high category. Besides that, the result also showed that teachers used all strategies
in assessing writing with different frequency, they are planning (84.73%), make an item test
(82.55%), use many types of writing (77.82%), edit the students‟ work (72%), ask students to
observe the important idea (73.45%), give students opportunity to develop their idea (88%),
and so on. The most popular strategy of assessing writing was give students opportunity to
develop their idea when they are writing with the frequency 88% and belongs to very high
category. Based on the findings, it is suggested that teachers have to apply many types and
strategies in assessing writing in order to make students interest in writing, they also had to
correct every students‟ work in order the students know about the result.