9
TESTING
WRITING
TESTING FOR LANGUAGE TEACHERS
Hughts, A (17377.
Laura Abascal
Sara Gémez
Marta Prieto
...
9
TESTING
WRRTING
TESTING FOR LANGUAGE TEACHERS
Hughes, A. (1989).
Laura Abascal
Sara Gémez...
/1
How can we test
writin ability?
DIRECT TESTS
Testing Problem
- Representative tasks of all the
skills.
- Tasks that elicit valid samples of
Wr...
Representative Tasks
- Specify all possible
- Include a representative
sample of the specified
O
°o
- Operations (functions):
- Expressing, describing,
comparison, argue. ..
- Types of text.
- Addresses of the text....
KL.
_’ Length‘ TASK 2 -5 Objective and Topics.
—P p of text Addresses and S le.
Write a text of about 130 words. Fol...
? Cambridge First (FCE) Writing part 2(review)
Difficulty level: 82 / Upper lnterrnediate " Length-
-} Type of text a...
Representative Tasks
- Specify all possible
- Include a representative
sample of the specified
O
°o
;vr~*= =v«. »_f- r j '-= "="= ‘<~: s,$
Q I’ All relevant potential skills.
~ Select a representative set of E
tasks. ...
Elicit a valid sample
ofwriting ability
- Set as many separate tasks as
feasible.
- Test NLY writing ability.
- Rest...
._ greater reliability
r . greater validity
v
A
(K
di/ LE1‘? I
Elicit a valid sample
ofwriting ability
- Set as many separate tasks as
feasible.
- Test NLY writing ability.
- Rest...
Simple and clear instructions
Use of illustrations:
Compare and contrast the three bees
Elicit a valid sample
ofwriting ability
- Set as many separate tasks as
feasible.
- Test NLY writing ability.
- Rest...
Tasks Well defined. ..
Compare the benefits of a university education in English with
that of one in Arabic. Use all of th...
scrruskxlhiirinnbc
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Chase nppmprmll xmln {av
smnnfi Jrprndlrly an ill:
dvrmrlxianrex
- M...
Set tasks that can be
reliable scored
- As many tasks as possible.
- Show the wid...
Chose appropriate scales for
scoring depending on the
circumstances.
- Separate score for
- Overall impression. dii-i-...
Select and train the scorers
- Handbook with a scale for trainees.
- Practice with the provide materials.
- A...
Follow acceptable scoring
procedures
I, -“ } 3
(l Multiple scoring Q ;
r)M A
‘ l i ‘ Statistical analysis
- gs; ;;; ...
Feedback
- Planned beforehand. V
- Useful for some candidates.
- Should include different elements:
- Linguistic fe...
9
TESTING
WRITING
TESTING FOR LANGUAGE TEACHERS
Huylm.1L um).
Laura Abascal
Sam Gémez
Marta Prieto
...
of 23

Prezi assessment

Here you have the link of the presentation: http://prezi.com/m05tsanyw-u3/?utm_campaign=share&utm_medium=copy
Published on: Mar 4, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - Prezi assessment

  • 1. 9 TESTING WRITING TESTING FOR LANGUAGE TEACHERS Hughts, A (17377. Laura Abascal Sara Gémez Marta Prieto Feedback » I"J: mo'Jbr(ovrIund V , umm| for name (a. 'IJ1II: (r . Shmldmr. |ud4‘dxWr1vI! KL'| rvrxcnL » IJngmInrh'uun'| grzmnuvil u-nhuhrv -V¥| lLnQ'IrK rx nvk, uujlpmmulc we r. u. .. Vang mmm . N:vnvwnnnpuyvnFK xuprvfru. ‘ my-nmn mvmm rr}-nmnvl uh mxn'71Hr: ~ Valid and rcliahlc scnnng nf the Testing mum - Represenuuve mks of all me skills ~ Tasks that dick valid samples of wuting usks. - Specify all possible -Include a rcpmsentativf Rtpnuntativa Tush l: olI[E'n[. sample of me specified EDl’Il('I1L Elidl a valid unvplc ofmiting ability « S; -usm: nysn: pzrz| <-raikns feasible 7 J - ‘res: ;. NL'wmmg minty. - Rrsmn rmdndaxrs.
  • 2. 9 TESTING WRRTING TESTING FOR LANGUAGE TEACHERS Hughes, A. (1989). Laura Abascal Sara Gémez Marta Prieto
  • 3. /1 How can we test writin ability? DIRECT TESTS
  • 4. Testing Problem - Representative tasks of all the skills. - Tasks that elicit valid samples of Writing. - Valid and reliable scoring of the tasks.
  • 5. Representative Tasks - Specify all possible - Include a representative sample of the specified O °o
  • 6. - Operations (functions): - Expressing, describing, comparison, argue. .. - Types of text. - Addresses of the text. - Topics. - Style. - Length of the text. Prezi
  • 7. KL. _’ Length‘ TASK 2 -5 Objective and Topics. —P p of text Addresses and S le. Write a text of about 130 words. Follow the instructions below. (Marking: 10 points) Your friend gave you two tickets to go to a fashion show. Write a text for your blog or diai_'y describing the show. When did you go, what did you do? , who did you go with? , how long was it? . Describe your favourite models and their clothes, the people at the show. .. Give your oginion about it.
  • 8. ? Cambridge First (FCE) Writing part 2(review) Difficulty level: 82 / Upper lnterrnediate " Length- -} Type of text and Style. Write 140-190 words in an appropriate style. ‘’ Addresses- T -D Objective. You see this announcement in a Film and TV Magazine. Film I TV show reviews wanted Next month is National Science month. In next month's issue, we want to celebrate films and TV shows that promote science. Do you know any shows or film which promote science? Write us a review, explaining what it is about, why you enjoy it and why it encouraged you to leam about science. The best reviews will be published in our next issue.
  • 9. Representative Tasks - Specify all possible - Include a representative sample of the specified O °o
  • 10. ;vr~*= =v«. »_f- r j '-= "="= ‘<~: s,$ Q I’ All relevant potential skills. ~ Select a representative set of E tasks. " ~ Wide range of tasks ——> V iv’? Beneficial backwash effect. ‘aw g . sis”°°“j *a. ..K, ,,. ..e‘* sass’ ems
  • 11. Elicit a valid sample ofwriting ability - Set as many separate tasks as feasible. - Test NLY writing ability. - Restrict candidates.
  • 12. ._ greater reliability r . greater validity v A (K di/ LE1‘? I
  • 13. Elicit a valid sample ofwriting ability - Set as many separate tasks as feasible. - Test NLY writing ability. - Restrict candidates.
  • 14. Simple and clear instructions Use of illustrations: Compare and contrast the three bees
  • 15. Elicit a valid sample ofwriting ability - Set as many separate tasks as feasible. - Test NLY writing ability. - Restrict candidates.
  • 16. Tasks Well defined. .. Compare the benefits of a university education in English with that of one in Arabic. Use all of the points given below and come to a conclusion. You should write about one page. ' ' ' 3’ “”‘b‘° - fit Well the specifications. 1. Easier for students 2. Easier for most teachers . . 3. Saves a year in most cases ' are as authentic as pOSS1l3l€. b) English T T 1. Books and scientific sources mostly in English. 2. English international language —- more and better job oppor- 3. second language part of educationlculturc. t nature of the relationships candidates
  • 17. scrruskxlhiirinnbc rvlublrrmml Chase nppmprmll xmln {av smnnfi Jrprndlrly an ill: dvrmrlxianrex - M mm-I um u («Mir .5». .. fllrvlldr lfllgl . .:. i.. i;. . mm m. .i. .im -W: uI nvlhrvultgd Tm? - ‘lo rlmue Musk; >Eq'iul . .;, ..m. r.. q ; .»~ r - Enstvtamyailsont . r. ‘z: t'Bn for ~ . umgerrauflh nmpki . wm . .u. .; . u.. ... ... :. ovpanlnllllli amt. . :. ... ... ... ... .r. .. Aime n. ... ... .. dII'= '!IV'»nvmI rs: -n. I4-x-«l. n.sllAil1Aas w--4’-~'-“= -em . .., ... .., .,. ;., ,., ,.. .., ... difmnrlm-I I-uh . ... ... i.. ... .. M . m.. ... ... ... .p. .e. ... I um. Ensure valid and reliable scoring Folluwarzrpfublzsearing pmaaum Select and train the scam: A uanabmk wliluasralc ronmnn-. . - rmm will! the ymine materials. . Assnsvnmn . ... ... ... ... .. L 3 2 8 4‘ Suusnul analysis / /
  • 18. Set tasks that can be reliable scored - As many tasks as possible. - Show the wide range of skills. - Restrict candidates. - What are they asked for? - No choice of tasks. - Equal opportunity. ‘ . - Easier comparisons. " - 1/2 effort for scorers. K - Long enough samples. - When testing structure 8t organization skills.
  • 19. Chose appropriate scales for scoring depending on the circumstances. - Separate score for - Overall impression. dii-i-eieni aspects- - Similar level in all abilities. ' Good for Candidates Widi ‘ - Small knit groups of well— diiii-eiieni ieVei in each trained scorers. 5i<iii- - Heterogeneous group of scorers. . ‘ Holi_; y'c / Aytic
  • 20. Select and train the scorers - Handbook with a scale for trainees. - Practice with the provide materials. - Assessment.
  • 21. Follow acceptable scoring procedures I, -“ } 3 (l Multiple scoring Q ; r)M A ‘ l i ‘ Statistical analysis - gs; ;;; -__, ?'. _ ———. __. ____, .__. ~
  • 22. Feedback - Planned beforehand. V - Useful for some candidates. - Should include different elements: - Linguistic features: grammar St vocabulary. - Writing—specific: style, inappropriate use St too long sentences. - Non—writing—specific: superficial treatment, pointless repetition. It
  • 23. 9 TESTING WRITING TESTING FOR LANGUAGE TEACHERS Huylm.1L um). Laura Abascal Sam Gémez Marta Prieto Feedback . l'J'lr! :d . ..¢. m.». .4 V - H-4-fn[fonnmrun: lld. un - sauna . mn. aui. :rm. u rlnnrnls » Linllhvsurlramrcs mmm. u mm. :.. .y . »w. :,. .,~. ,,«. n.— »IvL- . ... p,, ... pn. .. W 2 Km mm wnlenevx. . um. w.. ..ng. .,. ... n. . .., ... .r. , . v rrarlnenl pruulrm vrprmmh uh l‘IkLliI um - Valid and Klllblt S(DHng oflhe Testing Problem - aepreunm. »-e mks of all the skills. ~ mks um aim valid samples of wnnng. (asks. - Specify all possible -Include 2 rcprcscnlilivc Tuh content. sample or the specified C0|1ICl1l'. Elicinvalidumplc ofwritingabitity - Szusmanyscparaleusksas feasible. 3 ~ Test ’TNL' wnung 2.b| lIIy ~ Rnsuin eandldalcs.