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Test 1 Reading Writing PREPARED BY Barlak and Nanthini

This document discusses the design of effective writing assessment tests for Form 4 students in Malaysia. It suggests that Test 1 examines reading comprehension and writing skills through topics related to health and social values. The test aims to predict students' performance on their SPM exam and help teachers identify students' English proficiency levels. Effective writing assessments include clear rubrics, well-defined writing prompts, expectations for student responses, and post-task evaluations of the assessment's effectiveness. Teachers' written feedback on students' grammar and revisions is also found to be very valuable.

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Nanthini Vela
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53 views

Test 1 Reading Writing PREPARED BY Barlak and Nanthini

This document discusses the design of effective writing assessment tests for Form 4 students in Malaysia. It suggests that Test 1 examines reading comprehension and writing skills through topics related to health and social values. The test aims to predict students' performance on their SPM exam and help teachers identify students' English proficiency levels. Effective writing assessments include clear rubrics, well-defined writing prompts, expectations for student responses, and post-task evaluations of the assessment's effectiveness. Teachers' written feedback on students' grammar and revisions is also found to be very valuable.

Uploaded by

Nanthini Vela
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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TEST 1

READING WRITING

PREPARED BY Barlak and Nanthini

Form Four students Theme : 1. Health 2. People and values

* Read and identify main details from magazines

Reading Identify main and supporting ideas. Writing - Summary

Appeal and appearance of the test It seems like a reading and writing test and seems logical to the test taker, tester and moderator.

The test covers all the necessary reading and writing skills required in the Form 4 syllabus which includes processing information by identifying main details and presenting information by writing essay.

The extent to which a test measures the future performance of an individuals behaviour

This test gives a prediction for teachers and students to prepare for their SPM examination or for teachers to stream their students according to their English Language Proficiency.

The test actually tests the teaching and learning that precedes it. (Porter, 1983 and Weir, 1983a)

Traditional method for getting students to produce a sample of connected writing. Stimulus is normally written and can vary in length from a limited number of words to several sentences. The topics are often very general and rely heavily on the candidate providing the content out of his head or head. The candidates are usually not guided in any way. Weir, C. J. ( 1990) Communicative Language Testing)

Has traditionally been accorded high prestige as a testing technique which may explain a widespread reluctance to discard it despite the problems in marking that have been encountered.
Coffman, 1971 ; Gipps and Ewen, 1974 as stated inWeir, C. J. ( 1990) Communicative Language Testing)

The topics are easy to set and it is a familiar testing technique to both the candidates and the users of the test results. It is a suitable vehicle for testing skills, such as the ability to develop an extended argument in a logical manner, which cannot be tested in other ways. Sample of writing that is produced can provide a tangible point of reference for comparison in the future. -Weir, C. J. ( 1990) Communicative Language Testing

According to Hyland (2003) the design of good writing assessment tests and tasks involves four basic elements: Rubric: the instructions Prompt: the task Expected response: what the teacher intends Ss to do with the task Post task evaluation: assessing the effectiveness of the writing task.

First element of a good writing assessment. The rubric is basically the instructions for carrying out the writing task. The rubric should include information like the procedures for responding the task format time allotted for completion of the test/task information about how the test/task will be evaluated

A commonly-asked question by teachers is how much time should students be given to complete writing tasks. Depends on whether its process or product oriented A good rule of thumb is provided by Jacobs et al (1981). In their research on the Michigan Composition Test, they (1981:19) state that allowing 30 minutes is probably enough time for most students to produce an adequate sample of writing. With process oriented writing or portfolios, a lot more time should be allocated for assessment tasks.

Research indicates that teacher written feedback is highly valued by second language writers
many Ss particularly value feedback on their

grammar (Leki, 1990). positive remarks are motivating and highly valued by Ss too much praise or positive commentary early on in a writers development can make students complacent and discourage revision

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