Writing test

Testing the writing skills

Testing the writing skills

Presented by Group 8

Presented by Group 81.Vũ Thị Loan

2. Ly Thị Kim Cương

3. Dương Vi Bảo

4. Kiều Thị Mỹ Hạnh

5. Le Thị Thanh Thảo

I. The writing skills

II. Testing composition writing

Presented by Ms. Loan

III. Setting the composition

Presented by Ms. My Hanh

IV. Grading the composition

Presented by Mr. Bao

V. Treatment of written errors

VI. Objective tests - Puntuation

Presented by Ms. Kim Cuong

VI. Objective tests – Style and register

VI. Controlled writing

Presented by Ms. Le Thao

CONTENTCONTENT

Tests of writing skill

Conceptual and judgement

Grammatical and rhetorical

The writing skills

PURPOSES

Language useJudgement skills

Mechanical skills

Treatment of content

Stylistic skills

Aspects of writing

The form/types

The subject and the format

The actual audience

Judgement

II. Testing composition writing

Levels

basic

intermediate

advanced

Types

Letter, postcard, diary entry, forms

As basic + guide,

instructions

As intermediate + newspaper report,

notes

Basic level1. No confusing errors of grammar or

vocabulary2. A piece of writing legible and

readily intelligible3. Able to produce simple

unsophisticated sentences

Criteria to evaluate writing performance

Intermediate level:1. Accurate grammar, vocabulary

and spelling, though possibly with some small mistakes

2. Handwriting generally legible3. Expression clear and appropriate,

using a fair range of language …


Advanced level1. Extremely high standard of

grammar, vocabulary and spelling.2. Easily legible handwriting, use

language accurately and appropriately.

3. Able to produce organized, coherent writing …


Considerations in designing writing tests

1. Test takers must possess writing skills in their own language.

2. Test writers shouldn’t be ambitious and unrealistic.

3. Realistic topics should be provided (with defined problem, real life, meaningful and purposeful situations). Composition titles should be communicative, too.

4. Time is preferable.

3. SETTING THE COMPOSITION3. SETTING THE COMPOSITION• presenting the students with a specific situation and context in which to write, a good topic not only provides the necessary and information required for writing but also determines the register and style to be used in the writing task.•Moreover, such composition tests have an excellent backwash effect on the teaching and learning preparatory to the examination.•But, constructing such compositions is difficult.( the writing of the rubrics)

• presenting the students with a specific situation and context in which to write, a good topic not only provides the necessary and information required for writing but also determines the register and style to be used in the writing task.•Moreover, such composition tests have an excellent backwash effect on the teaching and learning preparatory to the examination.•But, constructing such compositions is difficult.( the writing of the rubrics)

Sufficient information must be conveyed by the rubric in order to provide a realistic, helpful basic for the composition

If the description of the situationis too long, the text→ more of a reading comprehension test and no common basic for evaluation

• Exactly the right amount of context should be provided in simple language written in a concise and lucid manner .

Monday Study!

Tuesday Study!

Wednesday Final exams

Thursday

Friday

Saturday Shopping. Swimming lesson 3 p.m

Sunday Picnic with family.

There are many types of setting the composition such as: dialogue, tables containing information, notes,…The following are provided as particular examples of situational compositions intended to be used in tests of writing:Type 1: Imagine that this is your diary showing some of your activities on certain days. First, fill in your activities for those days which have been left blank. Then, using the information in the diary, write a letter to a friend telling him or her how you are spending your time. Write about 100 words. The address is not necessary.

Type 2: Letter- writingEx: 100wood Lane London NW2 1st JuneDear Jon,I wish to complain about the noise which has come from your home late every night this week. While I realize that you must practice your trumpet some time, I feel you ought to do it at a more suitable time. Ten o’clock in the evening is rather late to star playing. Even if you could play well, the noise would still be unbearable at that time.I hope that in future you will be a little more considerate of the feeling of others.Yours sincerely,W. Woody.

Now write a reply to this letter. You do not play the trumpet but on two or three occasions recently you have played some trumpet music on your record player. You did not play the record loudly- certainly not as loudly as Mr. Woody’s television. You want to tell him this but you do not want to become enemies so you must reasonably polite in your letter.

The amount of information to which the students must reply should be limited. If this is not done, scoring can become extremely difficult.

Type 3: Information conveyed in the form of a simple graph or histogram:Ex: Use the chart together with the information below to give a brief survey of the causes of accidents on Link Road between 1977 and 1987

1977-78 : road not in great use1978-79 :nearby road closed:road now in great use1979-80 : bus stop moved 100 yards1980-81:no changes1981-82:sign: Beware animals1982-83:no parking signs ( etc.)

Provides a suitable stimulus for writing.But, suitable only for more advanced students.

0

5

10

15

20

25

30

35

77 79 81 83 85 87

accidents

Type 4: using pictures and diagrams- an excellent device for providing both a purpose and content for writing; not only providing sts with the basic material for their composition but also stimulating their imaginative powers.- serving as stimuli for descriptions of objects, people, places and processes as well as those involving the writing of directions, instructions, classifications, comparisons and narratives.Ex: the illustration of two aircraft can be used as a basic for fairly detailed comparison in a test. Boeing 747 length:70.51m light deck wing span:59.64m width of cabin:6.1m no. of passengers: 300- 500 maximum cruising speed:978km/h 4 turbojet enginesAnglo- French Concordelength: 62.17mwing span:25.60mno. of passengers: 100-144maximum cruising speed:2333km/h

-Purpose: to test students’ ability to describe shapes and linear forms , as none of them will have any knowledge of the technical terms required for reference to each picture. It is a researching test of students’ descriptive writing ability.-It is suitable only for fairly advanced students.

Ex: The pictures below are arranged from the oldest to the most recent. Use them to comment on developments in traditional ao dai of Viet Nam

-Purpose: to test students’ ability to describe shapes and linear forms , as none of them will have any knowledge of the technical terms required for reference to each picture. It is a researching test of students’ descriptive writing ability.-It is suitable only for fairly advanced students.

Ex: The pictures below are arranged from the oldest to the most recent. Use them to comment on developments in traditional ao dai of Viet Nam

Type 5:Type 5: Descriptive writingDescriptive writing

Scores are granted for

What a student has written What marker believes student

meant by what student wrote Handwriting and general

appearance of what has been written Previous knowledge of the student

Unreliability

Different marker, same composition but different score range

Test/re-test (student do the same test twice different outcomes)

Mark/ re-mark (score the same composition twice different outcomes)

However, composition is the best way of writing test:

Its motivation to write. As long as scoring is more reliable. Essentials of a banding system.

How to score?

• Impression method (less reliable)– Need more markers– Exhausting, need rests

Analytic method (more reliable)According to scheme of features carefully drawn up.Higher level, more features to score, depending on needs of testees

Error-count method (not recommended) Scores are deducted from maximum score when errors found. Disastrous to purpose of writing composition: communication

Writing tests

Subjective test

Objective test

Free writing Controlled writing

Objective test

Mechanics Style Register

Punctuation Spelling

Style

Register

Variation in a person’s writing (level of formality, from casual to formal)

The topic discusse

d

Persons addresse

d

The location…

A speech variety used by a particular group of people

Colloquialisms

Slang

Legal language

The language used by educated writers of English

Same occupation Same interest

Restaurant: humorous, casual

Seminar: analytic, formal

Field of discourse

Manner of discourse

Mode of discourseSubject matter: wife, children, father, boss..

Colloquial, humorous, casual, formal..

Personal letters, biography,…

The weather has always been an important factor in people’s lives…….

A. Because of its effects on all aspects of farming. *

B. For it has considerable influence over farming.

C. Since farmers concern themselves with it.

D. As weather constitutes the dominant worry for farmers.

E. On account of its affecting farming affairs.

Style

A. Let’s go to the pub.

B. Would you like to go to the pub?

C. I was wondering whether you might like to go down the pub.

Register

Notes:

- The use of correct register denotes the ability to write for a specific purpose with a specific audience in mind.

- Confusion and embarrassment result from the use of inappropriate registers.

Register - Type 1

If possible, replace each underlined word with a much more suitable word.

It has now been made out beyond any doubt whatsoever that the nicotine contained in tobacco smoke is poisonous. One minute drop of pure nicotine plunged into the bloodstream of a rat is sufficient to kill it. It has also been proved that the nicotine contained in tobacco smoke sends up the pulse rate and the blood pressure.

made out (proved); plunged (injected); sends up (increases)

Register - Type 2

Word level

Sentence level

Match each word in List A with a word in List B

List A List B

doshcopperentrain

police officerhospitalize

money

Controlled Writing

Advantages Disadvantages

Control students’ freedom of expression in their written work

Increase the reliability of the scoring

Cause some inhibition for certain students

Types of Controlled Writing

Type 1: Using the notes, write a similar paragraph

Type 2: Using the notes, complete the sentencesType 3: Rewrite the paragraph

Type 4: Form a paragraph from the finished sentences.

Type 5: Finish incomplete sentences or ideas in any appropriate way

Type 6: Write a sentence to precede the statement

Type 1: Using the notes, write a similar paragraph

Although dogs are only animals, they are very useful and help people a lot. For example, certain dogs help farmers to look after their sheep. Some dogs are useful for hunting and others help to secure people.

Although – horses – animals, - useful – a lot. For example, - horses – people – cattle. Some horses – hunting – pull things.

Type 2: Using the notes, complete the sentences. Pay careful attention to the verbs underlined and insert all missing words. The oblique line (/) are used to divide the notes into sections. Read the example carefully before you start.

Example: Parachute jump from aeroplanes and balloons/be very popular sport/many parts of the world.

Parachute jumping from aeroplanes and balloons is a be very popular sport in many parts of the world.

Greatest height/from which parachute jump ever make/be over 31,000 meters./1960/doctor in United State Air Force/jump from basket of balloon/and fall nearly 26,000 meters/before open parachute.

Type 3: Rewrite the paragraph

- copying with minor alternations: tense/ person changes

- changing the point of view: Write this story as seen by….

- changing the style or register: Write this story in the form of a humorous account,…

- adding further information

Example for Type 3

A young man who refused to give his name dived into the river yesterday morning to save a twelve-year-old boy.

The boy, who run away after being rescued, had been swimming in the river and had caught his foot between two concrete posts under the bridge. He shouted out for help.

….

Test (i) Rewrite this story but imagine that you are actually watching everything that is happening. Begin: There is a small boy swimming….

Test (ii) Rewrite this story as told by (a) the young man who saved the boy and (b) the boy who was saved.

Test (iii) Write this story as if you were giving evidence at a police station.

Type 4: Form a paragraph from the finished sentences using the joining words given.

Each Olympic Games opens.

An athlete appears.

He holds a torch.

It has been carrying from Mount Olympus in Greece.

before

(-ing)

which

who

where

Each Olympic Games opens. There is an athlete who holds a torch which has been carrying from Mount Olympus in Greece appears.- Leave the testees free to join the sentences in the way they consider appropriate.

- Since such tests are very subjective and require a lot of time to score, it is better not to provide the testees with linkers but let them free to solve problem in their own way.

Type 5: Finish incomplete sentences or ideas in any appropriate way

(a)Read these sentences. Finish each one and then complete the story in your own words.

Ex: One day Hannah and Becky got up early to go………

→ Phrase level → elementary and intermediate level

(b) Read these sentences. Then write appropriate sentences.

Ex: Students who do not know a lot of English can take several steps to prepare for their study in a British university. For example,……….

→ Sentence level → upper-intermediate level

Enhance the ability to use exemplification, contrast, addition, cause, result, purpose, conclusion and summary

Type 6: Write a sentence correspondence to the given statement

1. ………………………………………………………………………………………………………………

Moreover, it’s impossible to open the windows.

2. ………………………………………………………………………………………………………………..

However, there is no reason to be pessimistic.

It was very hot in a small room.There was only one fan in the room, but it was broken.

1. There was a strange-looking creature outside our door.

……………………………………………………………………………………………………………………..

Do you like it?There were also several cats and dogs.

Demonstrate an awareness of the communicative nature of language while still retaining a large degree of freedom of response.

TREATMENT OF WRITTEN

ERRORS Native speakers

(not teacher)

scoring written work by its degree of intelligibility rather than by the errors.

Native speaking teachers

evaluating written work by the number and types of errors.

Non-native speaking teachers

penalizing students for what they consider "basic errors” (e.g.: “ He go”)

Frequently, the student’s performance-and success in accomplishing the task-may be masked by errors and a tired marker may fail to make the necessary effort to respond to the writing as a mean of communication.

An important distinction (between local and global errors), which provides criteria for determining the communicative importance of errors, has been further developed recently to apply to the marking of free writing.


ERRORS


ERRORS

Local errors Global errors

misuse of articles

omission of prepositions

lack of subject and verb

agreement

incorrect position of

adverbs

cause only minor trouble and confusion in a particular clause or sentence without hindering the reader’s comprehension of the sentence

misuse of connective

s

the omission, misuse and unnecessary

insertion of relative pronouns

involve the overall structure of a sentence and result in misunderstanding or even failure to understand the message which is being conveyed

- In most normal writing situations, we can only assess what a student writes and not what he or she wants to write. Pictures were recently used to show how L2 learners (i.e. less fluent learners) used avoidance strategies or reduction strategies avoiding an actual topic. L1 learners (more fluent L2 learners) tended to use paraphrase strategies or achievement strategies.

-The test writer’s attitude to error gravity and approach to treating errors in marking free writing will vary according to the students 'level of attainment.


ERRORS

OBJECTIVE TESTS: MECHANICS PUNCTUATION

TYPE 1: is very popular and is used to cover a wide range of punctuation marks.

Example: In the following passage there is no punctuation. Write out the passage, putting in all the punctuation and capital letters.

lend me your pen please peter asked don’t worry i said you can keep it as long as you

want. ANSWER: “ Lend me your pen, please,” Peter asked. “ Don’t worry,” I said. “ You can keep it as long as

you want.”

TYPE 2 Put the correct punctuation mark in each

box. May I use your telephone? he asked No, he hasnt yet Henry replied. How strange I answered. I’m sure

he wants you to go to his party.ANSWER: “May I use your telephone?” he asked. “No, he hasn’t yet,” Henry replied. “How strange!” I answered. “I’m sure he

wants you to go to his party.”


TYPE 3. A greater degree of objectivity can be obtained by using the multiple-choice technique, e.g.

Put a circle round the letter (A, B, C, or D) of the correctly punctuated sentence.A. Tom asked me if I was going to the meeting?B. Tom asked me, if I was going to the meeting?C. Tom asked me ,“If I going to the meeting?”D. Tom asked me if I was going to the meeting.ANSWER: D


TYPE 1: Dictation Dictation of long prose passages is still regarded as

an essential method of testing spelling.

TYPE 2: Multiple-choice items Multiple-choice items contain five options, four of

which are spelt correctly. The students are required to select the word which is incorrectly spelt, e.g.

1.a. thief b. belief c. seize d. celling e. decieve 2.a. illegal b. generally c. summary d. beggar e.

necessary

OBJECTIVE TESTS: MECHANICS SPELLING

TYPE 3: Completion items Sufficient clues for testees to complete the

words

Write one or more letters in each of the spaces in the following words. (The definitions will help you to recognize the correct word.)

1. om s n : something left out2. o u ing : happening, taking placeANSWER: 1. omission 2. occurring


Type 3: Completion items Notes: Provide a context for the word (in addition to

giving a synonym or definition).1.I doubt if anyone ever prof ed (=gained) from that

business deal.2.Don’t worry; my dog will go into the water and retr

ve (=bring back) your ball.ANSWER: 1. profit 2. retrieveUse underscores in stead of empty blank → make

sure testees know how many letters they need to complete.1. om_ _s_ _ n : something left out (omission)2. o_ _ u_ _ ing : happening, taking place (occurring)


TYPE 4: Error- recognition items In these items the students are required to identify

(according to its letter) the part of the sentence in which a word has been misspelt.

A B C 1. The dissatisfied woman/ refused to admit / that there

was Dsufficent /coffee for everyone

A B 2. Don’t be decieved/ by the new procedure:/ it hardly

C D differs from/ the old corrupt system.


Conclusion• - Match the language use tasks with

language test tasks• - Construct clear instructions followed by at

least one example• - Carefully choose the appropriate registers

not to confuse testees• - Choose objective or subjective test

correspondence to the testees’ level, stage, and the purpose of the test itself

• - Set up a clear and detail criteria for the subjective tests

• - In a certain level, determine which criteria are more important than others

Writing test

Education

Transcript of Writing test