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ASSESSING WRITING

Sara Cushing Weigle

Published May 27th 2002By Cambridge University Press

ISBN 0521780276 Series Cambridge Language Assessment

Education1994   Ph.D., Applied Linguistics, University of California, Los Angeles.1988   M.A., Teaching English as a Second Language, University of California, Los Angeles.1980   B.A., German Studies, Stanford University.

HISTORY

Professor of Applied Linguistics at Georgia State University.

Her current research focuses on assessing integrated skills and the use of automated scoring for second language writing. 

http://facebook.com/sara.c.weigle

Sara Cushing Weigle, Ph.D.

INTRODUCTION

Experienced teachers often have questions

about assessing their students’ writing.

1. Will students perform better one type of prompt than another?

2. Should I focus on content language or some combination in scoring esays?

3. How accurately does a writing test really represent how well my students can write?

BACKGROUND

In order to improve classroom writing assessment. It is important to understand some fundamental issues.

This issues include the nature of writing ability .

The qualities of good tests in general.

Two keys elements to any writing assessment

1. The task. (what we ask students to do)

2. The scoring.

WRITING ABILITIES

Scholars do not all agree about weather

second language (L2) proficiency

or first language writing ability is more important in L2 writing ability. Focus more on writing strategies or

vocabulary and structure development in their classes.

Language proficiency and writing

ability are highly interrelated and often

inseparable.

The central issue in writing

assessment is defining the construct.

We are more interested primarily in

their rhetorical abilities.

The context and the proficiency level of students.

1. At lower levels

2. At higher levels of proficiency

At lower levels

At lower levels of instruction and in

many foreign language contexts, writing

is often seen as a support skill for

practicing the structures and vocabulary

taught in class.

Situations test task need to be simple

and not require students to generate

new ideas or come up with their won

organizational pattern.

At higher levels of proficiency

At higher levels of

proficiency,particularly is situations where students will be expected to write in the L2 for school or work. The task itself will be more demanding

and the scoring criteria are likely to place and emphasis on content development and organization of ideas.

TO TEST OR NOT TO TEST?

Particularly for classroom teachers is

whether or not to give writing tests at all.

Most real-world writing is not done

under timed conditions

Teachers may wonder how timed

writings relate to write performance under other circumstances.

Prefer students do their writing

outside of class, when feasible.

Three reasons why teachers may choose to assess writing.

1. Teachers may want to see what students can do without help and to ensure that the writing they submit is their own.

2. Students may be faced with high-stakes tests, such as TOEFL or IELTS, in which they will need to perform on a timed writing assessment.

3. From the perspective of second language acquisition, a writing test may function as a measure of automatized language knowledge.

Qualities of Good Tests

- Reliability

- Validity

- A test needs to be practical

TASKS IN WRITING ASSESSMENT

► Design appropriate assessment tasks.► Consider the many ways in which writing

tasks.► Differences may affect performance on

writing tests.► Students perform differently on different

types.► Recognize which of these variables is most

important in

any given situation.

SCORING

The most important considerations

in scoring :

1. Designing or selecting a rating scale or scoring rubric.

2. Selecting and training the people who will be doing the rating.

3. Give students separate scores for different aspects of writing

4. At least two raters and raters’ background and experience.

PRACTICAL APPLICATION

Teachers can evaluate writing that is

done in class along with writing that is

done outside of class to get a fuller

picture of what students are capable of in

both timed and untimed settings and in a

variety of genres and formats.

RESEARCH

► Writing assessment as an area of research

inquiry has expanded substantially in the past 30 years.► Barkaoui (2007) provides a comprehensive

review of research on essay tests.► Deville and Chalhoub-Deville 2006 have

proposed that variation in tasks and raters in natural and needs to be “understood and mapped” rather than suppressed.

The impact of technology on writing assessment.

Two keys:

1. What extent is technology changing the

process and product or writing?

2. What is the impact of technology on the

scoring of writing?

CONCLUSION : FURTURE DIRECTIONS

► Writing is becoming an increasingly

important skills for second language learners, especially in major world languages such as English.

► Therefore the need to assess writing

ability in academic and specific work contexts is becoming ever more important.

THANK YOU FOR YOUR ATTENTION.