Testing Writing

We have to :

have representative sample of the tasks

that we expect the students to perform.

those task should elicit valid samples of

writing that truly represent their abilities.

these samples can and will be scored

validly and reliably.

1) Representative sample of the tasks

Specify all possible content.

It should be found in the test specification.(look at the picture in the next slide)

• Include a representative sample of the

specified content.

Validity of test. Why?

We can not include all the tasks. So ??(example on page 86)

2) Elicit valid sample of writing ability

Set as many separate tasks as

possible.

Why?

People’s performance can not be the same.

Thus, we need to offer the students with as

many ‘fresh starts’ as possible. As a result,

reliability and validity will increase.

Test only writing ability and nothing else.For a writing test to be valid, we should not includes

questions that test the students’ imagination ,creativity or knowledge.

For Example,

- Write the conversation you have with a friend about the holiday you plan to have together.

- You spend a year abroad. While you are there, you were asked to talk to a group of young learners about life in your country, write down what you would say to them.

- “Envy is a sin which most harm the sinner”. Discuss.- Discuss the advantage and disadvantages of being

born into a wealthy family.

Do not ask the students to read ‘ too much’ on the writing test. Make the question direct and brief or use illustrations.

Restrict the students Students should be perform these tasks and

not stray away from the main task.This can be achieved by providing the

information through notes, or pictures.

Tasks should be as authentic as possible.

We should consider the nature of the students and their relationship with the people to or for those tasks were set.

(For example: a teacher who is asking for advice from a supervisor)

3) Ensure Valid, and Reliable Scoring

Set tasks that can be reliably scored.

- Representative sample.

Set as many tasks as possible.

The more scores, the reliable the total score.

Restrict the students.

The more restriction, the easier the comparison

of the performance of different students.

Give no choice of tasks.

It makes the comparison easier.

Ensure long enough sample.

It should be long enough so the judgment will

be reliable.

Create appropriate scales for scoring; Holistic OR Analytical

Holistic Scoring( Impressionistic scoring) It evolves assigning a single score to a piece f

writing on the bases of an overall impression.

Advantages:Fast scoring Disadvantages:subjective. Suggestion to increase the reliability of the

scoring is by scoring the same test more than once by more than teacher.

For more examples , check page 98.

The analytical Scoring. It is a method of scoring which requires a

separate score for each of a number of aspects of a task.

(check page 101 for an example)

This can be done in several ways.

Some teachers may do it as ;

1-2 errors = one unit off (100-95)

3-5 errors = two units off (95-90)

Other teachers may do it as;

Mechanics …………………………. 20%

Vocabulary choice ………………20%

Grammar and usage …………...30%

Organization…………………………30%

Total 100%

Advantages:- Scorers will pay attention to aspect

they might have ignored.- Scoring is more reliable because the

students are given more than one score.

Disadvantage:- Longer time.- It might divert the attention from the

overall effect of the writing itself. So, the score might be reliable but not valid.

The choice between the holistic and the analytical

depend on the purpose of the test. If diagnostic

information is required, then analytical scoring

should be used.

It depends on the scorer themselves. If the test is

being scored by small group, holistic scoring can

be used whereas if the test is being scored by

larger, less trained scorers, analytical scoring

should be used.

Application

Types of writing questions

Take 5 minutes and try to write some questions for a writing tests.

Limited Response1) Sentence combininge.g.“He likes ice cream but he won’t eat any.Combine sentences using connective.

e.g. Some people come late. They will not get good seats. (that)

It should be done this way because combining sentences requires internal changes in the grammar.

2) Sentence expansionStudents should add words, such as adjectives

or adverbs.e.g.The ( ) man hurried ( ) to the ( ) horse.

3) Sentence reductionProvide a cue to the students.e.g.He told us about a man who had a wooden leg.

(with)

Guided WritingThis kind of tests measure the students

abilities to handle controlled or direct writing tasks.

This can be done by asking the students to ;a) change a text.b) OutlineC) dictation

UnityA teacher should use a good unified

paragraph, then add a sentence that is unrelated. Students will have to find sentences) that don’t fit.

OrganizationThe teacher should use a well-organized

paragraph with clear transition words. Then, s/he can scramble the sentences and the students have to put the sentences back to their original order.

OutlineProvide an outline for controlled content and

grammar

e.g.Q. Write a paragraph using the following

outlineI / buy/ new white swimsuit/ I for get/ bring/ I /

mad/ Becky/ mother / take/ we/shop/ Monday night/ I find/ pretty blue/ not expensive./ I start/ pay/ wallet/ gone/I / borrow/ money/Becky/mother/i/ certainly/ upset

Write a paragraph beginning with a specific topic sentence.

e.g.Q. Write a paragraph about this topic

sentence “Several things have contributed to my being an educated person”. Make use of the following sentences.

- I have lived in ………………….- I have traveled in …………………- I have read ………………

Provide questions.

e.g.Q.1. Write a paragraph of about seventy-five

words describing a store or business that you know very well. Base your paragraph on answers to the following questions.

- What is it called?- When did it start to do business?- How many employees does it have?- What do employees have to do ?- ….etc etc

Free Writing Few teachers give ask their students to write without

giving them specific topic. However, this is Not advisable at all. A clear and detailed guidelines for writing should be provided to the students.

WHY?

Different skills can be used to write different types of

essays.

The teachers need to make sure they are testing what

they have taught.

The teachers need to make sure that all students are

performing the same task to make a fair comparison

between them.

Guidelines for writing tasks.

The aim of a test for the upper-intermediate to

advance levels is to evaluate the effectiveness of

the total composition including, accuracy,

organization, socially appropriate language,

appropriate selection of supporting details…etc.

We need to make sure that the grammatical forms

needed is suitable for the target students. For

example, a topic like “How to use a pay phone”

will require the students to use imperative.

It is a good idea if we guide the content of

what the students write. This can be done

through the following strategies;

a)Using a picture/ series of pictures

b)Providing charts, tables or diagrams.

c)Providing a situation