1. Testing Writing

2. 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.

3. 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)

5. 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.

6. 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.

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

9. 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.

10. 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)

11. 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.

12. 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.

13. 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.

14. For more examples, check page 98.

15.  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%

16.  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.

17. 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.

18. Application Types of writing questions

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

20. Limited Response 1) Sentence combining e.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.

21. 2) Sentence expansion Students should add words, such as adjectives or adverbs. e.g. The ( ) man hurried ( ) to the ( ) horse. 3) Sentence reduction Provide a cue to the students. e.g. He told us about a man who had a wooden leg. (with)

22. Guided Writing This 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) Outline C) dictation

23. Unity A teacher should use a good unified paragraph, then add a sentence that is unrelated. Students will have to find sentences) that don’t fit. Organization The 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.

24. Outline Provide an outline for controlled content and grammar e.g. Q. Write a paragraph using the following outline I / 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

25. 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 ………………

26. 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

27. 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.

28.  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.

29. 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