TESTING WRITING

Le Hoang Anh
Do Thu Huyen
Mai Thu Trang
 How to test writing?

- Get them to write

- Test the writing ability directly
 TESTING PROBLEMS:

• Tasks that are properly representative

• Tasks that represent students' ability (valid
samples)
• Scored validly and reliably
I. REPRESENTATIVE
TASKS
I. REPRESENTATIVE TASKS
1. Specify all possible content

be clear what these tasks are that

they should be able to perform.
These are identified in test
specifications.
Example 1:

Handbook of the Cambridge Certificates in

Communicative Skills in English (CCSE)
Example 2:

a test of English for academic purposes

I. REPRESENTATIVE TASKS
2. Include a representative sample

wide range of
set a task where
the more tasks, representative
students can
the more specifications
prove their truly
representative -> backwash
ability
effect
Example:

Certificates in Communication Skills

in English (CCSE) - 2000 - level 1
I. REPRESENTATIVE TASKS
2. Include a representative sample
place accuracy is not
so important
students in
-> 1 sample
If the test is classroom
used to

decide if they more than 1

can study sample is
overseas needed
II. ELICIT A VALID SAMPLE
OF WRITING ABILITY
II. Elicit a valid sample

Set a?s many Test only writing Restrict

separate tasks as ability candidates
feasible
II. Elicit a valid sample
• SET AS MANY SEPARATE TASKS AS FEASIBLE

Each task represents a "fresh

start", we should include as many
"fresh starts" as possible to
achieve greater reliability and
validity.
 II. Elicit a valid sample
2. TEST ONLY WRITING ABILITY

ONLY students' ability to write is tested, not their

creativity, imagination or intelligence, their ability
to reason.
II. Elicit a valid sample
2. TEST ONLY WRITING ABILITY
• Write the conversation you have with a friend about the
holiday you plan to have together.
• You spend a year abroad. While you are there, you are asked
to talk to a group of young people about life. Write down
what you would say to them.
• "Envy is the sin which most harms the sinners.".Discuss.
• Discuss the advantages and disadvantages of being born in a
wealthy family.
II. Elicit a valid sample
2. TEST ONLY WRITING ABILITY

Use simple, short

instructions or Give authentic
illustrations tasks
II. Elicit a valid sample
3. Restrict candidates

- Writing tasks should be well

- defined: candidates should
not be allowed to go far
astray.
- Notes or pictures can be
provided so that the students
understand what is required
of them.
III. Ensure valid and
reliable scoring
01 Set tasks which can be reliably scored

Suggestions

Restrict Give no choice Ensure long

Set as many tasks of tasks enough samples
as possible candidates
02 Create appropriate scales for scoring

Two approaches

1 2
Holistic Scoring Analytic Scoring

A single scoring to a A method that

piece of writing requires a separate
score for each aspect
of a task
03 Calibrate the scale to be used

Collect samples and members of the testing team cover the

full range of the scales

04 Select and train scorers

Trainee scores should be native speakers (near-native

speakers)
Be sensitive to the language
Have experience of teaching writing
05 Follow acceptable scoring Procedures
Two or more scorers to give a score independently

A senior member of the team identifies if there are discrepancies

If the differences are small, the two scores can be averaged.

If they are big, the senior member will decide the score

Multiple scoring should ensure scorer reliability

IV. FEEDBACK
 In some situations Content in the
feedback is very useful feedback can be
to the students decided during
calibration
PRACTICE:
QUIZ
 Choose the correct answers. There can be more than
Q1
1 correct answer.

To test writing, we need to:

a. Get them to write
b. Get them to use four main skills
c. Test the writing ability directly
d. Test the writing ability indirectly
 Choose the correct answers. There can be more than
Q1
1 correct answer.

To test writing, we need to:

a. Get them to write
b. Get them to use four main skills
c. Test the writing ability directly
d. Test the writing ability indirectly
 In what case do we need more than 1 sample of
Q2
writing?

a. The test is used to place students in classroom.

b. The test determines whether students can study overseas.
 In what case do we need more than 1 sample of
Q2
writing?

a. The test is used to place students in classroom.

b. The test determines whether students can study overseas.

 Which instruction is better?
Q3

a .

b.
 Which instruction is better?
Q3

a .

> short (not distracting)

> easy to understand

 In what way can we reduce the dependence of
Q4
students' ability to read?

a. Use notes
b. Use illustrations (diagrams, pictures, etc)
 In what way can we reduce the dependence of
Q4
students' ability to read?

a. Use notes
b. Use illustrations (diagrams, pictures, etc)
Q5 What is the advantage of holistic scoring?

a. Highlights specific areas of strength and weakness

b. Criterion can be weighted to emphasize relative importanc
c. Less complex, may be easier for students to understand
Q5 What is the advantage of holistic scoring?

a. Highlights specific areas of strength and weakness

b. Criterion can be weighted to emphasize relative importan
c. Less complex, may be easier for students to understand
 In what case do we need to consider using analytic
Q6
scoring rubric?

a. Time does not allow for in-depth analysis (daily

assignments)
b. Emphasis of assessment is feedback
c. Emphasis is to be placed on effectiveness of piece as a
whole
 In what case do we need to consider using analytic
Q6
scoring rubric?

a. Time does not allow for in-depth analysis (daily

assignments)
b. Emphasis of assessment is feedback
c. Emphasis is to be placed on effectiveness of piece as a
whole
Thank You!
Do you have any questions?