Testing


Writing
 
“ the best way to test people’s writing
ability is to get them to WRITE”
- Hughes: Language Testing for Teacher
 What is writing skill?

In many ways writing is the most neglected skill in the TEFL
world “teaching English as a foreign language”, as many teachers
don’t like to see the classroom hours devoted to what is often ‘quit
time’.

Writing, therefore, is often relegated to homework, which in

turn is frequently not done so the skill is never developed.
 What is writing skill?

Writing is one of the productive skills. That means it involve producing
language rather than receiving it.

Writing involves several subskills. Some of these related to accuracy,

that is to say, using correct forms of language. Writing accurately means
spelling correctly, forming letters correctly, writing legibly, punctuating
correctly, choosing the right vocabulary, using grammar correctly, joining
sentences correctly and using paragraphs correctly.
What is writing skill?

But writing isn’t just about accuracy. It is also about
having a message and communicating it successfully to other
people. To do this, we need to have enough ideas, organize
them well and express them in an appropriate style.
 Principles

1. REALIABILITY

 Give writing assignments before real tests

 Give instructions as specific as possible
 Tasks that we can reasonably expect our learners to
perform in real life.
Ex.

1. Direction: Write an essay in which you agree or disagree with the

following statement:

Children should not be allowed to bring cell phones to school.

Clearly state your position and support it with reasons and

examples.
 Principles

2. VALIDITY

 Testing only writing ability and nothing else

 Set as many tasks as is feasible

 Ensure samples are enough

 Basic tests
 Writing a letter

 Writing a description of something from a diagram or picture.
 Writing a summary of text.
 Writing on a topic to a specified length in words or paragraphs.
 Completing a partially written text.
 Writing a paragraph using a given topic sentence.
 Completing a paragraph.
 Writing a criticism or a response to a piece of writing.
 Writing a story, based on an outline provided.
 Writing Assessment methods

TRADITIONAL ALTERNATIVES /
AUTHENTIC

1. Grammar and structure 1. Diary

2. Control Writing 2. Portfolio/Journal

3. Free Writing

4. Dictation
 Traditional

1. Grammar and Structure

a. Multiple-choice items / Error-recognition items

b. Re-arrangement
c. Changing words
 a. Multiple-choice items /
Error-recognition items

Direction: Choose the underlined word/s or phrases which are incorrect.
Encircle the letter.
Ex.
1. It was a terrible accident at an air show in west Germany
a b c d
yesterday.

2. One of the aircraft was crashed into two other aircraft during
a b c d
the display.
 b. Re-arrangement

Ex.

1. She was wearing a ………………

new/ jacket/ leather/ red/ lovely

2. Susan ……………
the phone/ when already/ rang/ suddenly/ finished/ had
 c. Changing words

Ex.

I said if I (1) to discover  (1) __________________

the fire earlier, I (2) to  (2) __________________
succeed in (3) to  (3) __________________
extinguish it before it (4) to  (4) __________________
catch hold.
 Traditional

2. Control Writing

a. Transformation
b. Broken sentences
c. Sentence and paragraph completion
d. Summary writing
 a. Transformation

NOTE: Suitable for intermediate and advanced tests than elementary tests.

a. re-writing sentences according to certain patterns

Ex.
1. No other living plant grows so tall and fast as bamboo.
Bamboo __________________________________________.

2. A stalk at Japan’s commonest bamboo has grown over a meter in only

24 hours.
It has taken _____________________________________________________.
 b. Broken sentences
Dear Cindy

Thanks/ lot/ your letter/ which/ arrived/ yesterday.

1. ________________________________________________.
Congratulations/ pass/ entrance exam.
2. ______________________________________.
You/ work/ hard/ past/ year/ now/ it/ all/ be worthwhile.
3. ______________________________________________________.
I wonder/ you/ like/ stay/ me/ few days.
4. _____________________________________.
I look forward/ hear/ very soon.
5. _____________________________.
Best wishes

Cathy.
c. Sentence and paragraph completion

a.
b.
Most of the students in my
class were rather lazy and did A: _______________________
not enjoy the course. Pauline, B: So do I. I generally watch
however, _________ for an hour or two every
__________________________ morning.
__________________________
A: _______________________
__________________________
B: Immediately after I’ve
_________________________.
finished my homework about
eight.
d. Summary writing

 Traditional

3. Free Writing
NOTE:

a. Using picture for 1. Choosing subjects

writing (avoid very general abstract topic)

b. Essay writing 2. Realistic writing task

3. Specific instruction

(clear, simple and realistic)

 a. Using picture for writing

You can use pictures to do any of the following tasks
in your test:

1. to describe a scene, object or person

2. to compare two scenes, etc.
3. to tell story
4. to give instructions or directions
5. to describe a process
 Traditional

4. Dictation

- is good, it is to test the spelling ability of the

students.
 ALTERNATIVE /AUTHENTIC

1. Diary
 ALTERNATIVE /AUTHENTIC

2. Portfolio/Journal
- is a collection of students’ writing, assembled over time.

- it usually contains examples, rather than a single piece of work.

- it may also include a written reflection by the students on his/her

progress in writing, as well as a self-assessment of his/her strengths
and weaknesses in writing.
- is used as the basis for a final grade.
Activity

What writing tasks would you set for the following learners?

a. A group of young engineering graduates starting out in their

careers.

b. A mixed group of teenagers aged 17 – some may want to go on

to university, some will start work.

WRITING TASK
DIRECTION
YOUR REASON/S
 Basic level

The students at this level may be ask to write: letter,
postcard, diary entry, forms, etc. the minimum criteria of
this level: no confusing errors of grammars, vocabulary; a
piece of writing legible and readily intelligible, able to
produce simple unsophisticated sentences.
 Intermediate level

The examples of writing tasks for this level are: as basic
level, but plus guide; set of instructions; etc. Moreover, the
minimum criteria of this level: the grammar, vocabulary
and spelling are accurately written, though possibly with
some mistakes which do not disturb the meaning of the text;
legible handwriting; clear and appropriate expressions:
coherence themes and points.
 Advanced level

At advanced level, the students may ask to write: as
intermediate level, plus newspaper report; notes; etc.
moreover, the minimum criteria of this level; Extremely high
standards of grammar, vocabulary and spelling; legible
handwriting; the language used is accurate and appropriate;
the students are able to produce organized and coherent
writing.