group 7's presentation on testing writing skills

Testing the Writing Skills

Members of Group 71. Tran Hoang Khoi2. Huynh Xuan Den3. Nguyen Thi Tu Tran4. Huynh Tan Hieu5. Doan Thi Thanh Tran6. Nguyen The Binh

1. The writing skill

Complex and sometimes difficult to teach

Grammatical and rhetorical devices

Conceptual and judgmental elements

Tran Hoang Khoi

1. The writing skillTran Hoang Khoi

1. The writing skillRegister is the way that

language use varies according to variations in the context. (Scott

Thornbury: 2006)

Tran Hoang Khoi

2. Testing composition writing

Types of writing tasks with which the students are confronted everyday are probably associated with the

writing requirements imposed by other subjects at school

Medium of instruction is

English

Short articles, instructions and accounts of experiments will probably form the main

body of writing

Form of consolidation or extension of the work done in

the classroom

Medium of instruction is not English

To keep a diary, produce a magazine, …

Tran Hoang Khoi


Selections of types of writing a successful candidate has to produce

Basic

Intermediate

Advanced

Tran Hoang Khoi


The minimum criteria of the candidate’s performance

Tran Hoang Khoi


Important for test writers to find out how composition is tested in the first language because it is clearly ludicrous to expect in a foreign language those skills which the students do not possess in their own language.

Few foreign learners of English attain a satisfactory level in English composition

Too early progress from controlled composition to free composition

Tran Hoang Khoi


Composition writing can be a useful testing tool as it provides a degree of motivation which many objective tests have failed to do.

Students have opportunities to demonstrate their ability to organize language material, using their own words and ideas, and to communicate

Advantage of the too early progress

Tran Hoang Khoi


Meaningful situations should be given in composition tests.

Ex: A brief description of real-life situation might be given when requiring students to write a letter:

Your pen-friend is going to visit your country for a few weeks with her two brothers. Your house is big enough to stay with you but there is not enough room for her brothers. There are two hotel near your house but they are very expensive. The third hotel is cheaper, but it is at least five miles away. Write a letter to your pen-friend, explaining the situation.

Tran Hoang Khoi


Tests writers should avoid using

composition titles without guidance

tasks requiring students to act the part of another person

According to communicative testing, students are asked to write notes and letters in their own role with

details about a specific situation

details about the particular person they are supposed to be

details about the people to whom they are writing

Tran Hoang Khoi


Tran Hoang Khoi

3. Setting the composition

Huynh Xuan Den


Visual materials

Written language

Situations &

contexts

Huynh Xuan Den


Avoid long description of the situation Give enough information

How to write a good rubric for a composition?

The rubrics must convey sufficient context in a simple language written in a concise and lucid manner.

Huynh Xuan Den


What are the advantages and disadvantages of using visual materials in writing tests?

Huynh Xuan Den


Advantages

Huynh Xuan Den


Disadvantages

Huynh Xuan Den


High-school students are expected to participate more in extracurricular activities and community service in addition to achieving high grades. Some educators suggest extending high-school education to four years so that students can achieve all that is expected of them. Others are against the proposal because they think students would lose interest in school and attendance would drop in the end. In about 350 words, write an essay that ends with the remark “High-school education should be extended to four years” to assert your point of view on this question. Use reasons and examples to support your position.

Type 1: Write an essay, basing on the suggested situation or context.

Huynh Xuan Den


12, Jalan Pantai, 71000 Port Dickson, 14th November 2010.Dear Shan,How are things getting on with you? I am fine here. Since your family move to Ipoh, things are not the same here. I really enjoyed the thing we did together. Anyhow, the holidays are about to begin. Would you like to come over to my house for a short stay? We could spend some time on the beach again, swimming, catching crabs etc. My parents say that they will be glad to see you.Do let me know whether you can make it or not. I look forward to your reply.

Your friendJack

Type 2: Reply a letter/ Write a letter

Huynh Xuan Den


Now write a reply to this letter. You miss Jack very much and would like to visit him. However you have a plan to take part in a charity program with your friends so you cannot accept his invitation. You should explain your reasons in the way that it does not make him unhappy and promise to visit him next summer.

Huynh Xuan Den


Note:

It will be difficult for the test makers to score if the amount of information is not limited.

Huynh Xuan Den


Type 3: The information in a table is used as a stimulus for writing.

Huynh Xuan Den

Year 1995 1999 2003

Total 1351,3 1781,8 2429,6

Large markets

Taiwan 222,1 170,5 208,1

Japan 119,5 110,6 209,6

The USA 57,5 62,7 218,8

England 52,8 40,8 63,3

Purposes

Travel 610,6 837,6 1238,5

Business 308,0 266,0 468,4

Visiting relatives

432,7

337,1 392,2

Others 341,1 330,5

Transport

Airway 1206,8 1022,1 1394,8

Waterway 21,7 187,9 241,5

Road 122,8 571,8 793,3


Imagine that you are working for a travel agent. The manager of the company ask you to write a report about the information in the following table. Write down the conclusions you draw from the figures about the countries, the purposes and the means of transportation of the tourists from the year 1995 to 2003 and give some predictive information about these for the next few years.

Huynh Xuan Den


Below is the data showing the students’ choice of colleges and universities in the country of Dispairana. Write a report (of about 150 words) on the changes over the period of ten years. You may add comments and reasons to enliven your report.

Type 4:The information conveyed in the form of a simple graph or histogram is used as a stimulus for writing.

Huynh Xuan Den


You live in a village. Two of your classmates are coming by bus to visit you during the holidays. You have drawn a map to show them the way to your house.

Now write a set of instructions for your classmates to further help them to find your house.

Type 5: A map is used as a stimulus for writing instructions or reports.

Huynh Xuan Den


Look at the series of pictures. Write a story (of about 150 words), using the information from the pictures.

Type 6:Use pictures or series of pictures as purpose and content for writing.

Huynh Xuan Den


Look at the two pictures. The town in the first one was 5 years ago and it is now in the second one. Write an essay (of about 200 words) to describe the changes of the town in the pictures.

Type 7:Pictures and diagrams are used as stimuli for description.

Huynh Xuan Den

4. Grading the composition

Why grading composition is given an important role?

- Provide an excellent backwash effect in teaching and learning

- Provide motivation to write

- A means to measure student’s writing skill

Nguyen Thi Tu Tran

4. Grading the composition

Ways to grading

Inherently unreliable

Analytical method

Impression method

- Subjective- Inconsistent

A banding system

- Objective

- To separate the features for scoring purposes

Nguyen Thi Tu Tran

Analytic scheme

Grammar

5 4 3 2 1

Vocabulary

Mechanics

Fluency

Relevance

Nguyen Thi Tu Tran

A banding system from Cambridge Examinations in English

GradingFirst Certificate in English

(Intermediate level)(a)

Excellent(18-20)

- Minimal error, natural, realization of task set

Very good(16-17)

- Non- basic error, above simple level structure

Good(12-15)

- Simple, accurate, not many errors

Pass(8-11)

- Reasonably correct, some serious errors

Weak(5-7)

- Inadequacy of voc. and gram.

Very poor(0-4)

- Incoherent, lack of basic knowledge of English

GradingCertificate of Proficiency in English (Advanced level)

(b)

Excellent(18-20)

- Error –free, substantial and varied material…

Very good(16-17)

- Ambitious, natural in style

Good(12-15)

- Maintain theme, free from basic error

Pass(8-11)

- Reasonably correct , clear realization of task

Weak(5-7)

- Numerous errors, too elementary and translated style

Very poor(0-4)

- Basic errors, narrowness of voc.

Nguyen Thi Tu Tran

A banding system from Learning ESL CompositionNguyen Thi Tu Tran

Essay/ Paragraph Evaluation form (College Writing. Macmillan Publishers Limited 2003)

Criteria Comments Grade

Topic sentence / Thesis statement

Body paragraphs

Essay unity and coherence

Language use

Strengths of the essay

Weaknesses of the essay

Nguyen Thi Tu Tran

* How do people score a written work?

Different markers -> different attitudes to ways of scoring

- By its degree of intelligibility.- By the number and types of errors it contained.- By considering basic errors.

5. TREATMENT OF ERRORS

Huynh Tan Hieu

*We treat written errors basing on error gravity.

Error gravity is a measure of the effect that errors made by people speaking a second or foreign language have on communication or on other speakers of language. The degree of error gravity of different kinds of errors (ex: errors of grammar, vocabulary, spelling…) varies; some errors have little effect, some cause irritation while other may cause some communication difficulties.

Ex: 1.Since the harvest was good, was rain last year. 2.The harvest was good last year, because plenty of rain.

Huynh Tan Hieu

Huynh Tan Hieu

A distinction between type of errors

Global error

an error makes a sentence or utterance difficult or impossible to understand (misuse of connectives, omission/ unnecessary insertion of relative prons...). Ex: I like take taxi but she said so not that we should be late for school.

an error but does not cause problems of comprehension (misuse of articles, omission of preps, incorrect position of adverbs...) Ex: I arrived London/ I have new book.

Local error

criteria for determining communicative importance of errors / applied to the

marking of free writng

Note

In classroom tests, it is necessary to distinguish between those errors which

indicate that a s has failed to learn something which has been taught or

should have been mastered previously

The test writer’s attitude to error gravity and approach to treating errors in

marking free writing will vary according to ss’ s level of attainment.

Huynh Tan Hieu

6. Objective tests: mechanicsPunctuationType 1. Look at the example. In the following passage there is no punctuation. Write

down the passage, putting in all the punctuation and capital letter.

Mr. John Topton a counter clerk at Barclay’s Bank Snairwell was interviewed outside his place of work he said we were busy at lunchtime at that time a man came under the rail stuck a gun over the counter and demand money in my cash drawer

Mr. John Topton, a counter clerk at Barclay’s Bank, Snairwell, was interviewed outside his place of work. He said: “We were busy at lunchtime at that time. A man came under the rail, stuck a gun over the counter and demanded money in my cash drawer.”

Huynh Tan Hieu

Limitations

not truly objective.

take considerable time to score.

One correct use of punctuation may well determine the correctness of the punctuation following it.

Huynh Tan Hieu

6. Objective tests: mechanicsPunctuation

Type 2. To avoid limitations of type 1 and to facilitate the scoring. Substitute lines or circles for those punctuation marks that are being tested.

Ex: Put the correct punctuation mark in each box.

Mr. John Topton a counter clerk at Barclay’s Bank Snairwell was interviewed outside his place of work he said we were busy at lunchtime at that time a man came under the rail stuck a gun over the counter and demanded money in my cash drawer

Huynh Tan Hieu

Type 3. Using multiple choice technique.

Ex: Choose the correctly punctuated sentence.

A. Tom asked her if she loved him.

B. Tom asked her, if she loved him.

C. Tom asked her, “if she loved him?”

D. Tom asked her if she loved him?

6. Objective tests: mechanicsPunctuation

Type 3. Using multiple choice technique.

Ex: Choose the correctly punctuated sentence.

A. Tom asked her if she loved him.

B. Tom asked her, if she loved him.

C. Tom asked her, “if she loved him?”

D. Tom asked her if she loved him?

Huynh Tan Hieu

6. Objective tests: mechanicsSpelling

Type 1 Dictation

Dictation Dictation of single word

Dictation of long passage

- measure a complex range of integrated skill

- not simply test of spelling

- Consist of about 50 words.

- Procedures+ each word is dictated

once;+ it is repeated in a context;+ it is repeated on its own.

Huynh Tan Hieu

6. Objective tests: mechanicsSpelling

Type 2. Multiple choice items. + 5 options: 4 of which are spelt correctly. The

students are requrired to select the word which is incorrectly spelt.

Example:1. a. essential b. neccessary c. successful

d. incredible d. illegal2. a. receipts b. records c. statements

d. invoise e. accounts3. a. permitted b. admitted c. credited

d. edited e. visitted

Example:1. a. essential b. neccessary c. successful

d. incredible d. illegal2. a. receipts b. records c. statements

d. invoise e. accounts3. a. permitted b. admitted c. credited

d. edited e. visitted

Huynh Tan Hieu

6. Objective tests: mechanics

Spelling Type 2. Completion items. + sufficient clues are provided both in blanks and

definitions. + The blanks occurs in those parts which give rise to a

spelling difficulty for many students.

Example 1: Write one or more letters in each of the spaces in the following words (The definitions will help you recognize the words)

1. om s n something left out2. di uade persuade so not to do st3. o u ing happening, taking place4. rec t a written statement to show that

a bill has been paid

Example 1: Write one or more letters in each of the spaces in the following words (The definitions will help you recognize the words)

1. omission something left out2. dissuade persuade so not to do st3. occurring happening, taking place4. receipt a written statement to show

that a bill has been paidHuynh Tan Hieu

Example 2: It is helpful to provide a context for the word (in addition to giving synonym or definition).

1. The horse gal ed (= ran) to the front of the race.2. I doubt if anyone ever prof ed (= gained) from that

business deal.3. The school has an enro ment (= number on its

register) of over 500 students.4. Don’t worry; my dog will go into the water and retr e

(= bring back) your ball.

1. The horse galloped (= ran) to the front of the race.2. I doubt if anyone ever profited (= gained) from that

business deal.3. The school has an enrollment (= number on its

register) of over 500 students.4. Don’t worry; my dog will go into the water and

retrieve (= bring back) your ball.

Huynh Tan Hieu

Huynh Tan Hieu

Type 4: Error recognition items

Students are required to identify the part of the sentence in which a word has been misspelt.

6. Objective tests: mechanics

Spelling

1. The dissatisfied woman/ refused to admit/ that there A B C

was sufficent/ coffee for everyone.D

2. The man was equipped/ with a double-barrel shotgun/ A B

and his coleague/ with an innocent-looking walking C D

stick.

1. The dissatisfied woman/ refused to admit/ that there A B C

was sufficent/ coffee for everyone.D

2. The man was equipped/ with a double-barrel shotgun/ A B

and his coleague/ with an innocent-looking walking C D

stick.

7. OBJECTIVE TESTS: Style and register

Definition:

Đoàn Thị Thanh Trân

variation in a person’s speech or writing. Style usually varies from casual to formal according to the type of situation, the person or persons addressed, the location, the topic discussed, etc.

speech variety used by a particular group of people, usually sharing the same occupation (e.g doctors, lawyers) or the same interests ( e.g stamp collectors, baseball fans).


Tests of Style

Tests of Style

Tests of RegisterTests of Register

Purpose:

to measure the sensitivity to style; the degree/level of

formality.

to identify the suitable language use connected with

topic matter ( who you are writing to; the situation you

are referring to)



Type :


Tests of

Style

Has only one type using multiple – choice items.

Tests of Register

1. Replace the words underlined in the passage.

2. Matching:a. Word levelb. Sentence level


Examples :


The weather has always been an important factor in

people’s lives ….

A.because of it effects on all aspects of farming.

B.for it has considerable influence over farming.

C.since farmers concern themselves with it.

D.as weather constitutes the dominant worry for farmers.

E.on account of its affecting farming affairs.


Examples :


Dear Ms. Dolma:We got your letter asking us to cancel your long distance plan on December 3, 2009. Sorry but we are going to have to charge you a penalty fee of $300 if you cancel this service before January 10, 2011 because you’re locked into a three-year contract with us. I’m sending you a copy of the original contract so that you can have a look at it. If you still don’t want the service, just send a cheque for $300 and I’m sure the customer service department will have no problem cancelling your contract. Cheers,

received/requesting/review/wish to cancel/assist you/Regards

Match each word in list A with a word in list B: List A List B

copper a young woman

cabbage lucky

skirt a slow person

ciggy a small child

mental policeman

bloke crazy

jammy cigarette

nipper a male

8. CONTROLLED WRITING presented by Nguyen The Binh

Definition: (Longman Group UK, 1992)Controlled writing is the writing in which students’ writing is controlled by various means such as by providing questions to be answered, sentences to be completed, words or pictures to be described.

General characteristics:- Elementary & Intermediate level- Controlling students’ freedom of expression in their writing work- Increasing the reliability of the scoring- Tasks should be familiar to students. If not, instructions must be followed by at least one example.

Type 1. Similar paragraph writing (with given cues)

Good evening, ladies and gentlemen. I am Professor Robert and tonight I am going to tell you how to save money.Most of us use too much gas. You can reduce this amount by traveling by bicycle or public transport, having a mechanic check your motorcycle regularly.If you follow these simple rules, not only will you save money, but also the environment will be cleaner.

Saving energy in

the kitchen

Ex: Read carefully the following speech on saving money, then write a similar one on saving energy in the kitchen, using the cues given.

- turn off the lights- prepare the food carefully before turning the stove- keep refrigerator door closed

- Elementary level.- Testees’ writing is controlled increasing the reliability of scoring.

Type 2. Sentence/ Paragraph completion

Good evening/ I/ be Professor Robert/ tonight I/ be/ tell you how to save money.Most of us/ use/ much gas. You can/ reduce/ amount by/ travel/ bicycle or public transport, have a mechanic check your motorcycle regularly.If you/ follow/ simple rules, not only will you/ save money, but also the environment will/ cleaner.

Ex: Write a speech on saving energy, using the cues given. Pay attention to the underlined verbs and insert missing words.

- Elementary level- Testees’ writing is controlled increasing the reliability of scoring.

Type 3. Similar paragraph writing (no given cues)

It was a beautiful day. The sun was shining. The sky was blue. The weather was perfect. Lan was outside with her dog. Suddenly, the dog behaved very strangely. It ran around in circles. Lan ran home and told her mother what the dog did. Her mother told she heard on TV there would be a typhoon coming. Her mother gathered the family and told them to find shelter in the home. Suddenly, the sky become very dark. A storm came with strong winds and heavy rain. Everyone was scared. But soon, the storm finished. Everyone was glad. What a clever dog! She saved Lan from catching in the typhoon.

Ex: Read carefully the following story, then write a similar one, imaging that you are actually watching everything that is happening. Some minor alterations may be used.

- Elementary & Intermediate level- Testees are allowed to make minor alterations (tense, person, style, register) or even add further information The writing is less controlled.

Type 4. Sentences joining

There are many celebrations throughout the year. Tet is the most important celebration for Vietnamese people. Tet is a festival. Tet occurs in late January or early February. Family members live apart. Family members try to be together at Tet.

Ex: Use joining words though, who, which to link the following sentences so as to make a complete paragraph.

- Elementary level- The ability to link sentences (Subordination/ Co-ordination) is measured. - The writing is strictly controlled It’s advisable not to give joining words.

There are many celebrations throughout the year all over the world. For example, ………………….

Ex: Continue to write more sentences in your own words so as to complete the passage.

Type 5. Passage completion

- Intermediate level- The writing is less controlled Testees are fairly free to express ideas in making exemplification, addition, contrast, cause, result, conclusion, summary …

Type 6. Passage completion

………………………… Last but not least, using public buses can help you save a lot of money.

Ex: Make 2 more sentences about the benefits of using public buses that precede the given statement.

- Intermediate level- The ability to form coherent unit of language is measured.- The writing is less controlled Testees are given considerable freedom to express ideas around the topic identified by the given statement.

CONCLUSION

Writing test

Controlled writing

Composition writing

Objective tests (mechanics,

style, register)

writing a letter/ report/ story/ composition (basing on real life situation or the information from a diary/ letter/ chart/ table/ picture/ article …)

multiple-choicecompletion dictationerror-recognition matchingreplacing

similar paragraph writing passage / sent completion

group 7's presentation on testing writing skills

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