1. Testing Writing
Miss. Mona AL-Kahtani

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.
Miss. Mona AL-Kahtani

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.
(example on page 86)
Miss. Mona AL-Kahtani

4. Miss. Mona AL-Kahtani

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.
Miss. Mona AL-Kahtani

6. Test only writing ability and nothing else.
For a writing test to be valid, we should not include 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.
Check p.90
Miss. Mona AL-Kahtani

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

8. 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.
Miss. Mona AL-Kahtani

9. Miss. Mona AL-Kahtani

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)
Miss. Mona AL-Kahtani

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.
Miss. Mona AL-Kahtani

12. It makes the comparison easier. Ensure long enough sample.
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.
Miss. Mona AL-Kahtani

13. Create appropriate scales for scoring; Holistic OR Analytical
Holistic Scoring( Impressionistic scoring)
It involves assigning a single score to a piece f writing on the bases of an overall impression of the teacher.
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.
Miss. Mona AL-Kahtani

14. For more examples , check page 98.
Miss. Mona AL-Kahtani

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 %
Miss. Mona AL-Kahtani

16. - Scorers will pay attention to aspect they might have ignored.
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.
Miss. Mona AL-Kahtani

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.
Miss. Mona AL-Kahtani

18. Application Types of writing questions
Miss. Mona AL-Kahtani

19. Take 5 minutes and try to write some questions for a writing tests.
Miss. Mona AL-Kahtani

20. Limited Response
Miss. Mona AL-Kahtani

21. Combine sentences using connective
1) Sentence combining
e.g.
Combine sentences using connective
He likes ice cream …… he won’t eat any.
Sometimes we do not use blanks inside the sentence, like the following example. ???
e.g. Some people come late. They will not get good seats. (that)
Why??? Because it should be done this way because combining sentences requires internal changes in the grammar.
Miss. Mona AL-Kahtani

22. Students should add words, such as adjectives or adverbs. e.g.
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.
He told us about a man who had a wooden leg. (with)
Miss. Mona AL-Kahtani

23. Check the activity sheet , and answer Q 2+3
Miss. Mona AL-Kahtani

24. Guided Writing
Miss. Mona AL-Kahtani

25. #This can be done by asking the students to ;
# 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. (when students are asked to change a passage from past to present,.. etc)
Miss. Mona AL-Kahtani

26. 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.
Miss. Mona AL-Kahtani

27. 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
Miss. Mona AL-Kahtani

28. Write a paragraph beginning with a specific topic sentence.
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 ………………
Miss. Mona AL-Kahtani

29. When did it start to do business? How many employees does it have?
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
Miss. Mona AL-Kahtani

30. Free Writing
Miss. Mona AL-Kahtani

31. Different skills can be used to write different types of essays.
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.
Miss. Mona AL-Kahtani

32. 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.
Miss. Mona AL-Kahtani

33. Using a picture/ series of pictures
It is a good idea if we guide the content of what the students write. This can be done through the following strategies;
Using a picture/ series of pictures
Providing charts, tables or diagrams.
Providing a situation
Miss. Mona AL-Kahtani