Basic consideration in assessing writing

There are many basic consideration in assessing writing test. First of foremost, is test purpose. In choosing or designing a writing test, the logical place to begin is by considering what we plan to use the test for. In other word, why are we interested in testing writing ability - what is our purpose? Bachman and Palmer (1996) discuss two main purposes for language tests, of which we considered writing test can be subset. The primary purpose is to make inferences about language ability, and the secondary purpose is to make decision based on those inferences. That is, since we cannot directly observe a person's language ability, we use his or her responses to test items as data from which we make inferences about the ability that underlies the test performance. These inferences are then used as data for making a variety of decisions at an individual, classroom, or program level.

For Example, let us consider three types of inferences that we can make on the basis of language test:proficiency, diagnosis, and achievement. Leaving aside for the moment a precise definition of language proficiency, we use inferences about general language proficiency to make decisions such as admission to academic programs, placement into different levels of language program,exemption from certain coursework, or selection for a particular job. Inferences about diagnosis- that is, the strengths and weaknesses of individual student - are use primarily by teachers to tailor their instruction to meet their student's needs. Inferences about achievement or the degree to which individuals or groups of students have met specific instructional goals- are use to make decisions about grading and promotion on the individual level, and about modification of instruction on the classroom level. Inferences about achievement are also used on a program-wide or even state or national levels to make decisions about curriculum and funding for programs.