Workshop: assessing writing Prepared by Olga Simonova, Maria Verbitskaya, Elena Solovova, Inna Chmykh Based on material by Anthony Green

“The best way to test people’s writing ability is to get them to write” (Hughes, 1989 p.75)

What is easier for you – writing or speaking in a foreign language? Why? Have you ever experienced your writing skills being assessed? What was your experience? What did you have to do? Describe the procedure: Test format and tasks - letter, essay, graph description, etc. Raters - your teacher, two teachers, other. Criteria - did you know about the criteria before taking the test? What were the criteria? Score - what was your score? Was it what you expected? If not, do you know why it was lower/higher? Group discussion

Illustrative scales are provided for e.g.: overall written production; creative writing; reports and essays. The Common European Framework of Reference

CEFR: OVERALL WRITTEN PRODUCTION (hand-outs) © Council of Europe 2001 C2 Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure which helps the reader to find significant points. C1 Can write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion. B2 Can write clear, detailed texts on a variety of subjects related to his field of interest, synthesising and evaluating information and arguments from a number of sources. B1 Can write straightforward connected texts on a range of familiar subjects within his field of interest, by linking a series of shorter discrete elements into a linear sequence. A2 Can write a series of simple phrases and sentences linked with simple connectors like “and", “but” and “because”. A1 Can write simple isolated phrases and sentences.

CEFR: OVERALL WRITTEN INTERACTION (hand-outs) © Council of Europe 2001 C2 No descriptor available C1 Can express him/herself with clarity and precision, relating to the addressee flexibly and effectively. B2 Can express news and views effectively in writing, and relate to those of others. B1 Can convey information and ideas on abstract as well as concrete topics, check information and ask about or explain problems with reasonable precision. Can write personal letters and notes asking for or conveying simple information of immediate relevance, getting across the point he/she feels to be important A2 Can write short, simple formulaic notes relating to matters in areas of immediate need. A1 Can ask for or pass on personal details in written form

Let’s take a look at some exams …

IELTSTOEFLEGE PurposePost-secondary/ university level Scores used primarily in decisions about admission to colleges and universities Post-secondary and scores used primarily in decisions about admission to colleges and universities Mode of delivery Paper or computer- based Computer-basedPaper-based Test contentData description (20 mins) Essay (40 mins) 1.Integrated task (20 min) 2.Essay (30 min) 1.Informal letter (20 min) 2. Essay (40 min) Scoring9-band analytic scale 6-point holistic scaleMax. 20 points Letter – 6; Essay - 14

Comparative analysis of the examination writing tasks (IELTS, TOEFL, the Russian USE) Group work

1. Time limit 2. Rubric o clarity o L1/FL (does it make any difference?) 3. Input part o length o level (A2-C2) o pattern of language use (EGP/ EAP/ ESP) 4. Outcome o type of text o length o cognitive challenges o linguistic challenges o discourse challenges o correlation with the input 5.Plan / advice / recommendations o Yes / no o Structured / guided / tentative 6.Criteria for evaluation o Holistic scale o Analytic scale o No scale 7.Potential target group Test analysis overview