Assessing Writing Module 5 Activity 2

Overview In this presentation, you will learn about assessing writing. Topics covered include: Why assess writing? What to evaluate in writing First steps in developing a writing assessment Types of writing assessment

Why assess writing?

Brainstorm First, think about the following question. Jot down your ideas. Why do your students need or want to learn to write in English?

Brainstorm: Feedback Maybe you thought of the some of the following ideas: For academic success For basic survival (functional literacy) For business communication For workplace survival For personal interest

What to evaluate in writing

Reflection Now, think about the following question. Jot down your ideas. Consider how you teach writing in the classroom. What do you focus on during teaching? What do you want your students to be able to do?

Reflection: Feedback Maybe you thought of the some of the following ideas: Organization Grammar Content Structure Register Style Vocabulary

Assessing Writing Now, consider how you formally assess writing in your classroom. Look back at your list of what you teach. Does how you assess writing match what you want students to learn?

First steps in developing a writing assessment

Assessing Writing What are the first steps in developing a writing assessment? Writing construct definition Test purpose Target language use

Writing Construct Definition Knowing how to write involves many subskills, including: Knowledge of writing (orthography, spelling, punctuation) Knowledge of phonology (sound/letter relationships) Vocabulary knowledge (multiple definitions for the same word) Syntactic knowledge (grammar, structure) Knowledge of written organizational patterns Knowledge of register (formal/informal)

Writing Construct Definition: Reflection Which of these are most important in YOUR CONTEXT? Why? Knowledge of writing (orthography, spelling, punctuation) Knowledge of phonology (sound/letter relationships) Vocabulary knowledge (multiple definitions for the same word) Syntactic knowledge (grammar, structure) Knowledge of written organizational patterns Knowledge of register (formal/informal)

Writing Construct Definition: Reflection Are there any other subskills of writing that are important in your context that are not listed below? What are they? Knowledge of writing (orthography, spelling, punctuation) Knowledge of phonology (sound/letter relationships) Vocabulary knowledge (multiple definitions for the same word) Syntactic knowledge (grammar, structure) Knowledge of written organizational patterns Knowledge of register (formal/informal)

Test Purpose There are many purposes for giving a writing test. Here are how scores might be used: Diagnostic Achievement Proficiency

Test Purpose If your writing assessment is going to be used to measure student mastery of course content, which of the following purposes would this be? Diagnostic Achievement Proficiency

Test Purpose If you are trying to measure student mastery of course content, this would be an achievement test.

Target Language Use Remember, the Target Language Use Domain is the specific “real world” setting where the language will be used. What are some TLU domains where writing in English is used?

Target Language Use What are some TLU domains where writing in English is used? Businesses and offices Schools Government agencies Internet (personal communication) Can you think of any others?

Assessing Writing Writing construct definition Test purpose Target language use Once we know this information, we can start thinking about what the test will look like.

Types of writing assessment

Reflection What tasks have you used to assess writing? What were some strengths and weaknesses of those tasks?

Types of Writing Assessment There are three ways to assess writing we will consider: Indirect Direct Portfolio

Indirect Writing Assessment Indirect writing tasks use multiple choice format to test grammar and usage. For example: Mary and her father _______ to the store last weekend. Go Are going Went

Direct Writing Assessment Direct writing tasks ask the examinee to produce writing. For example: Write an e-mail to your teacher and ask her if you can miss class because you have a job interview.

Direct Writing Assessment The most common direct writing task is the impromptu timed essay. This task is usually found on a test. Examinees do not know the topic of the writing task in advance, and they are given a set amount of time. For example: Is it better to learn English or French? State your opinion and provide support for your arguments. You have 20 minutes to write.

Portfolio Assessment Sometimes writing ability is assessed using a portfolio. In this type of assessment, students showcase growth in their writing ability by selecting multiple texts that they have written. These texts are combined into a portfolio which is given to a teacher or rater to score. This is similar to an artist’s portfolio, in which there are several of the artist’s best paintings or drawings.

Characteristics of Tasks We can identify some characteristics of writing tasks that will vary from task to task. These variations can make tasks easier or more difficult. These characteristics include: Topic Stimulus Genre Audience Time allowed Length

Characteristics of Tasks Topic What is the examinee being asked to write about? For example, is the examinee asked to write about his or her personal life? Science? History? Stimulus Are there multiple texts that the examinee must read and respond to? Are there graphs? Genre Is the examinee being asked to write a letter? An advertisement? An essay?

Characteristics of Tasks Audience Who is the audience? The teacher? Classmates? The general public? Time allowed How long is the examinee given to plan, write, and edit? Length How long is the completed product supposed to be? One paragraph? Two pages?

Reflection Think about a writing assessment in your context. What were the following characteristics? Topic Stimulus Genre Audience Time allowed Length

Key Terms & Concepts Review: Writing construct definition Test purpose Target language use Achievement Placement Diagnostic Proficiency

Next Steps Now you should read the Writing Prompts PowerPoint presentation. This is activity 3.

Sources Weigle, S. C. (2002). Assessing writing. Cambridge: Cambridge University Press.