Chapter 9: Testing the writing skills pptx

Chapter 9:
Testing the writing skills

Chapter 9:
Testing the writing skills
1. The writing skills
2. Testing composition writing
3. Setting the composition
4. Grading the composition
5. Treatment of written errors

1. The writing skills

language use
: the ability to write
correct & appropriate sentences

mechanical skills
: the ability to use
correct conventions of written
language e.g. spelling, punctuation

treatment of content
: the ability to
think creatively and develop thought
without any relevant information

1. The writing skills (con.)

stylistic skills:

the ability to manipulate
sentences and paragraphs and to use
language effectively

judgment skills
: the ability to write in an
appropriate manner for a particular
purpose, e.g. the ability to select, organize
and order relevant information, the use of
judgment  important in teaching and
testing of writing

2. Testing composition writing

The types of writing tasks in the test
should be the ones which students are
confronted everyday.

The candidate’s performance will have
met the following minimum criteria:

Basic level

no confusing errors of grammar or
vocabulary;

a piece of writing legible and readily
intelligible;

able to produce simple unsophisticated

sentences

Intermediate level

accurate grammar, vocabulary and
spelling, though possibly with some
mistakes which do not destroy
communication;

handwriting generally legible, expression
clear and appropriate, using a fair range
of language;

able to link themes and points coherently

Advanced level

extremely high standards of grammar,
vocabulary and spelling;

easily legible handwriting;

no obvious limitations on range of
language candidate is able to use
accurately and appropriately;

ability to produce organized, coherent
writing, displaying considerable
sophistication

Important notes

Composition writing : a useful testing
tool b/c providing students with an
opportunity to demonstrate their
ability to organize language material,
using their own words and ideas and to
communicate providing a degree of
motivation which many objective tests
fail to provide

Important notes (con.)

Ss should be presented with a clearly
defined problem which motivates them
to write; in other words, meaningful
situations should be given.

Composition titles without guidance
should be avoided.

3. Setting the composition

A good topic for a composition determines
the register and style to be used in the
writing task by presenting Ss with a specific
situation and context in which to write.

The difficulty in constructing compositions is
the writing of the rubrics, so sufficient

information must be conveyed by the rubric
in order to provide realistic, helpful basis for
the composition.

4. Grading the composition

A student’s ability to organize ideas and
express them in his / her own words a
skill essential for real-life communication;
composition can be used to provide not only
high motivation for writing but also an
excellent backwash effect on teaching.

A well-defined task in terms of one or two
situational compositions enormously
increasing the reliability of the test

Compositions may be scored according
to one of the two methods
:
(1) the impression method
(2) or the analytic method
(3) the mechanical accuracy or error-
count method (not recommended)
Scoring methods

Scoring methods (con.)

The impression method of marking entails
one or more markers awarding a single

mark based on the total expression of the
composition as a whole.

The analytic method depends on a marking
scheme which has been carefully drawn up
by the examiner or body of examiners.


5. Treatments of written errors

Global errors: those involving the
overall structure of a sentence &
resulting in misunderstanding or failing
to understand the message conveyed

Local errors: causing only minor trouble
or confusion in a particular clause or
sentence without hindering readers
'comprehension