Giáo trình How to teach English - Chương 9: Testing the writing skills

Nội dung text: Giáo trình How to teach English - Chương 9: Testing the writing skills

1. Chapter 9: Testing the writing skills
2. 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
3. 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
4. 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
5. 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:
6. Basic level  no confusing errors of grammar or vocabulary;  a piece of writing legible and readily intelligible;  able to produce simple unsophisticated sentences
7. 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
8. 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
9. 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
10. 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.
11. 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.
12. 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
13. Scoring methods 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)
14. 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.
15. 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