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.
Thursday, November 13, 2008
Basic consideration in assessing writing
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.
Thursday, October 23, 2008
GUIDED WRITING...
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.
An old but still acceptable way of checking spelling is to dictate problems words orally.
Changing a passage
Probably no kind of guided-writing test is used more often than that of changing a written passage. Here, it will guide the students in grammatical structures as well.
Another kind of article text is one that uses passive sentences.
Another guided-composition test begins with spoken English that need student to change this into a narrative, using direct quotations.
Building from a paragraph outline
One kind of paragraph outline used for testing writing controls the content and the grammar.
The next form guided essay test relaxes the grammar control the content of the writing but not necessarily the grammar.
We need to decide ahead of time what to evaluate such as the use of complete sentences, agreement of subject and verb, proper inflections (including tense), and basic mechanics. It is good to limit these to only a few criteria.
Alternate forms of guided-writing tests
- The standard cloze test and the dictation are sometimes also used in a writing class
Advantages of guided writing tests:
- Guided-writing tests are rather quick and easy to construct.
- Because they require an active rather than a passive response guided testing techniques give the appearance of being an effective measure of writing.
- Guided writing test provide appropriate control for those students who are not ready to write on their own.
Limitation of guided writing test:
- Guided-writing tests do not measure ingredients such as organization found in extended writing.
- Guided-writing of the paragraph –outline variety is often rather time consuming and difficult to grade.
- Guided writing of the paragraph-outline variety is difficult to score with real consistency.
LIMITED RESPONSES...
There are only a few of the technique that can be employed at this stage. We can see it through the following example below that illustrates these five procedures.
- Sentence combining, a common pre-writing task takes many forms. Combining two sentences using sentence connectors. We can also use subordinators. Combining sentences by having students make internal changes in the grammar and also requires considerable proficiency on the part of student.
- Sentence expansion involves by simply adding words such as adjectives and adverbs or it can even require adding phrases and clauses.
- Sentence reduction; often provides a cue word to show how to begin a new phrase.
- Copying; make students more aware of extended discourses and also mechanics (especially punctuation and spelling). One type of copying task uses an early audio-lingual technique and also the substitution table.
- Oral cloze; combines dictation with selected cloze using high frequency deletion. Difficult content words or grammar not covered yet can be left intact.
Techniques for evaluating Beginning writing:
There are a few procedures that can be used with beginning writes. Among the limited response techniques is the task of simply changing questions into statement, thus writing a paragraph.
Essay dictation passages can be given a material such as dialogs that students are already familiar with.
Besides that, pictures can also be used to cue the writing of short easy paragraphs for illustrations of these procedures.
Advantages of limited response items:
- These are generally quite easy to construct.
- These are suitable for students with limited ability in English.
- Except for the opened-ended variety, these are rather objective for a writing-related task.
Limitations of limited response- items:
- These do not measure actual writing skill.
- These can be rather slow to correct-especially the open-ended variety.
HOW TO TEST WRITING...
1. LIMITED RESPONS
2. GUIDED WRITING
3. DICTATION
4. FREE WRITING
Wednesday, October 15, 2008
SPECIFICATION FOR WRITING TEST...
Content of specification on testing in writing
1) Operations
Expression of thanks
Requirement
Opinions
Comment
Attitude
Confirmation
Apology
Want/need
Information
Eliciting information
Directions
Service
And all areas above
Test types
Form
Letter
Postcard
Note
Forms
Type
Announcement
Description
Narration
Comment
Addressees unspecified as under topics (below)
Topics
Derived from the following as under topics:
-Shopping and using services
- visiting places of interest and entertainment
- traveling and arranging for travel
- using media for information and entertainment
- Medical attention and health
Obtaining samples that properly represent each candidate’s ability
We should set as many tasks as is feasible by recognizing that from point of view of
Validity the ideal test would be one which required candidates to perform all the relevant potential writing tasks. Besides that, we should offer candidates as many ‘fresh start’ as possible. It can help them to have fresh starts that generate their ideas. The test designers also need to give as many as different tasks as possible make the tests ideal and included the entire task. This has to be balanced against practicality; otherwise we would always include the entire potentials task. It must be remembered, that if we need to know something accurate and meaningful about person’s writing ability, then we have to prepare to pay for that information.
Tuesday, October 14, 2008
HOW TO WRITE WELL...
Can I learn to write well?
Basic Writing Skills
Write complete sentences. A complete sentence is a sentence you can say to someone, and the person will understand it. You have included a subject and a verb; it is a complete thought.
Writing A Paper
aper Organization and clear sentences are the most important parts of writing a good paper.
How do I start?
Organize your ideas...
Then organize your paper
There are three basic parts to a paper:
1. The Introduction:
The first paragraph is called the introductory paragraph. This is where you introduce your topic. You use this first paragraph to tell your reader what the essay will be about to "tell them what you're going to tell them." Here, you should state clearly the points you are going to make in the essay. This is called the statement of purpose. It explains to the reader why you are writing the paper.
2. The Body:
The next paragraph or paragraphs give the reader the information about your topic. This is called the body of your essay. It is where you "Tell them." If you are giving the reader your opinion, you will use these paragraphs to give examples that support your argument. If you are describing something, here you will put in the details. If you are explaining a process, this is where you will give the steps to follow.
How do I organize each paragraph?
3. The Conclusion
Good writing skills will help you throughout your life. It is worth spending time to develop these skills
CONTENT CATEGORIES...
Usage/Mechanics
a)Punctuation - the punctuation marks must be use appropriately with their function.
b)Basic grammar and usage - student should be aware of tenses and others grammatical usage.
c)Sentence structure - the sentence must be well structure.
Rhetorical Skills
a)Strategy - how the student generate the ideas using a various strategy.
b)Organization - the essay should be manageble.
c)Style - student should apply an apprropriate writing style or approaches that show their crediblity in writing the essay.