Chapter 6: Writing Test
Group 10
Instructor: Châu Thục Quyên
Contents of Chapter 6
01 02
Test forms for
Reasons of testing writing writing skils
03
Grading
Approaches
01
Reasons of testing writing
Reasons of Variety Writing Tests
Pre-Writing
Stages of Instructions
Guided-Writing
Free Writing
School uses (note taking, class reports)
Applications of Writing
Personal needs (letter writing, forms)
Advanced applications (attorney's brief, translation, advertising,
research reports, journalism, literature)
Mechanics Rhetorical Matters Sophisticated Concerns
Spelling Organization Logic
Punctuation Cohesion Style
Unity
Audience, topic, and occasion
Factors to Evaluate
Diction Content Vocabulary Grammar
Narrowing Down Tests for ESL Classrooms
Beginning Skills Informal Evaluation Advanced Concerns
Logic and Style
Penmanship Beyond the Scope of Most ESL
Roman Alphabet Class Exercises Courses
Focus on Guided Writing
Techniques for Dictation
Evaluation Pre-Writing
Free Writing
Emphasis on Guided Role-playing
Writing Storytelling
Role-playing and Storytelling Activities
02
Test forms for writing skills
Testing specialized skills
Growing out of grammar instruction are pre-writing activities
such as Sentence combining, Expansion, Sentence reduction,
Copying, Oral cloze.
1. Sentence combining
Combining
Connectivesby adding
that a connective
indicate addition, contrast and result.
Combining
Ex: He likesby
iceputting
creamonebutsentence
he won’tinside the other.
eat any.
She didn’t feel well today so she didn’t go to work.
Combining sentences by having a considerable proficiency in these examples:
Ex: Some people come late. They will not get good seats (that)
▸ People that come late will not get good seats.
I am surprised. Nobody likes her. (It_____that)
▸ It surprised me that nobody likes her.
2. Sentence expansion
This can involve simply adding words such as adjectives and adverbs.
Or it can require adding phrases and clauses.
Ex: The (___) man hurried (___) to the (_________) horse.
The old man hurried out to the frighten horse.
His decision (_________) surprised everyone (________).
His decision to quit his job surprised everyone that knew him.
3. Sentence reduction
This often provides a cue word to show how to begin with new phrase.
Ex: He told us about a man who had a wooden leg. (with)
He told us about a man with a wooden leg.
Her father, who is certainly the stingiest man I know, wouldn’t let us
borrow his car. (one word)
Her stingy father wouldn’t let us borrow his car.
4. Copying
This can make student aware of extended discourse and also of mechanics
(especially punctuation and spelling). One type of Copying task is the below
substitution table.
4. Copying
It helps to support the development of specific grammatical structures.
5. Oral cloze
It is the combines dictation with selected cloze using high-frequency deletion.
5. Oral cloze
Students will hear the text at the left, reads the part at the right. At each pause, he
fills in the missing words.
(Students hear this) (Students read this)
Have you ever heard of Angel Have you ever heard of Angel
Falls?/It's the highest Falls? ____ the highest waterfall
waterfall/in the world,/deep in ____ the world, deep in ____
the jungles/of Venezuela./ Few jungles ____ Venezuela. ____
people/have ever seen/Angel people ____ ever Angel Falls....
Falls....
Testing specialized skills
Specialized areas often evaluated in writing classes include mechanics and larger
elements such as unity and organization. Mechanics covers such things as spelling,
punctuation, and capitalization.
Spelling
In
Aneach
old but
of the
still following
acceptablegroups
way ofofchecking
four word, spelling
one isis spelled
to dictate
incorrectly;
problem words
the
other
orally.three
Another
are spelled
way to correctly.
check spelling
Then iscircle
to use
thea letter
multiple-choice
which spelled
arrangement.
wrong.
Ex: A. believe B. all right C. because *D. mariage
Unpunctuated sentences
Unpunctuated sentences such as the following can be used to check both
punctuation and capitalization.
Ex: on december 25 1980 doctor adams died in an auto- mobile accident
nevertheless his kind deeds will live on for a long time
(Answer: On December 25, 1980, Dr. Adams died in an automobile accident;
nevertheless, his kind deeds will live on for a long time.)
Multiple-choice sentences can also be used, but they are slower to prepare, and
only one thing can be checked in each item.
Ex: We sent for / a repairman to take / a look at the / telephone.
A. B. C.
In the office where I work.
D.
Building a paragraph outline
This help to control grammar and content
Ex:
One of final example of guided-writing test controls the content of
the writing but not necessarily the grammar:
Test forms for writing skills
1. Introduction
● Evaluating student writing effectively requires
consideration of various grading approaches. This
presentation explores two primary methods: holistic and
analytic grading, highlighting their respective advantages
and limitations.
2. The Need for Focused Evaluation
Rationale for Limiting Factors:
Accuracy and Consistency: Evaluating fewer aspects helps
maintain consistent grading standards.
Speed: Focusing on key areas streamlines the grading process.
Encouragement: Avoids overwhelming students with extensive
criticism, which can be discouraging.
3. Challenges in Grading
-Overemphasis on grammar can hinder the overall
evaluation of writing ability.
-Importance of balancing grammar with other
aspects like content, coherence, and organization.
4. Holistic vs. Analytic Grading
Holistic Grading
Approach:
Evaluates writing as a whole.
Considers the overall effectiveness and communicative competence.
Advantages:
Encourages broader evaluation beyond grammatical accuracy.
Reflects real-life communication where minor errors are less critical.
Limitations:
Less objective; may lack consistency.
Provides less detailed feedback on specific areas.
Analytic Grading
Approach:
Separately evaluates various components of writing (e.g.,
mechanics, vocabulary, grammar, organization).
Uses a weighted scoring system.
Advantages:
Offers detailed feedback on different writing aspects.
Can encourage focused improvements in specific areas.
Limitations:
Complexity in assigning weights to different errors.
Can be overly mechanical and time-consuming.
5. Practical Applications
Scoring Systems:
Holistic: General overall score based on impression.
Analytic: Specific scores for components like mechanics (20%),
vocabulary (20%), grammar (30%), and organization (30%).
Examples of Analytic Evaluation:
Points deducted for specific errors or given for acceptable levels in
each component.
Encourages clarity on what areas need improvement.
6. Conclusion
Both holistic and analytic approaches have their place in writing
evaluation. The choice between them should consider the context,
educational goals, and the specific needs of the students.
Combining elements from both methods can often provide a more
balanced assessment.
