Basic consideration in assessing writing

Writing as performance assessment

The term performance assessment is used to describe any assessment procedure that involves either the observation of behavior in the real world or a stimulation of a real life activity. Performance assessment thus differ from traditional paper and pencil tests in the degree to which they represent or stimulate behavior in the real world.In this sense,any writing test that involves actual writing , as opposed to completing multiple-choice items, for example, can be considered a performance test, since the written product represent a performance of writing.

In a performance test in the strong sense of the term, language ability, and more specifically, language knowledge, in Bachman and Palmer's terms, may be only partly responsible for a successful task completion, and extra-linguistic factor may compensate for weaknesses in language knowledge.

In the weak sense of performance assessment, on the other hand, the focus of the assessment is on the language used, not on the fulfillment of the task. Tasks used to elicit language may resemble real-world writing tasks, but the purpose is to display language proficiency, not the ability to persuade or apologize. In other words, the readers who score the writing are interested more in the linguistic aspects of the writing than in whether they feel persuaded or ready to forgive the writer.

Basic consideration in assessing writing

Language use and language test performance

Writing specific strategies that distinguish notice writers from expert writers ,given equivalent degrees of linguistic knowledge and general strategic competence. Bachman and Palmer point out that, in addition to language knowledge and strategic competence, actual language use in genuine communicative situations involves others considerations: specifically, topical knowledge, personality factors, and affect or emotional factors. As an example, we can return to the example of writing a letter to the editor. Accomplishing this task requires a number of factors other than language knowledge. To begin with, one would need knowledge of the subject under discussion (topical knowledge) and one would need to feel strongly enough about the topic to write about it(affect). In language test, we are primary interested in language ability, not the other components of language use that are involved in actual communication.

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.