1. Writing Tasks and Prompts
Module 5
Activity 3

2. Overview
In this presentation, you will learn some guidelines for developing writing tasks and writing prompts.

3. Brainstorm
Why is it important to have a good writing task and prompt? What are some problems that might occur if these are poorly written? Write down your ideas.

4. Brainstorm: Feedback
Here are some things that might go wrong: Examinees might write to the wrong audience Examinees might simply copy information from the prompt Examinees might write too much or too little Examinees might not know anything about the topic in the prompt Examinees might be unfamiliar with the cultural content of the prompt

5. Writing Tasks and Prompts
As you can see, it is important to have a good, clearly-written task and prompt that gives examinees all the necessary information. If a task or prompt is unclear or confusing, it can lead to some of the problems listed on the previous slide. This can make it difficult or even impossible to give students a fair and reliable score.

6. Writing Prompts
How do we write a good prompt to elicit a scorable sample of writing from examinees? We begin in the same way that we begin for other skill assessments: Writing Construct Definition Test Purpose Target Language Use

7. Writing Construct Definition
Remember, there are different aspects of writing that we can choose to include in our construct. These include, but are not limited to: Organization Grammar Content Vocabulary

8. Test Purpose
Remember, people have different purposes for wanting to learn how to write in English. These include, but are not limited to: For academic success For business communication For personal interest

9. Target Language Use
Remember, we want a connection between the Target Language Domain and the Target Language Test Tasks. For example, if your students need to learn how to write English for university, then the writing prompt should be about academic writing.

10. Task and Prompt Development
After you have defined the construct, the test purpose, and the TLU domain, you can start to develop your writing task and prompt.

11. Writing Tasks and Prompts
When we talk about the task versus the prompt, it means: Task: this includes all of the directions, the information about the activity Prompt: this is the question that the student has to answer

12. Writing Task
A writing task should contain similar information to a speaking task: -Purpose of the task -Time limit -Approximate length of response -Directions for responding -How responses will be scored/graded

13. Writing Task
You should also think about what type of writing you want the examinee to produce:
Expository (to explain or inform)
Persuasive (to convince)
Narrative (to tell a story or series of events)
Descriptive (to explain something)
This information is included in the purpose of the task.

14. Writing Task
Students are being assessed on whether they have demonstrated mastery of specific skills or course objectives. The task needs to include this information.
Example:
Your answer will be evaluated in terms of its organization, its comprehensiveness, and the relevance of the arguments presented.

15. Task Guidelines
There are several guidelines for developing writing tasks:
The task should say who the intended audience is.
Include the amount of time students will have to write, as well as the expected length of their response.
Make sure that directions are simple and clear.
Create your scoring rubric when designing the task, not after the fact.
Explain how the task will be graded.

16. Writing Prompts
A writing prompt should be clear and unambiguous. It needs to include sufficient detail, but not too much detail.
Example:
Poor: Who is your best friend?
Poor: “Things are never quite as scary when you’ve got a best friend”. It is important for everyone to have a best friend. Who is your best friend, and why is he/she your best friend? How long have you known your best friend, and what is your favorite memory with your best friend?
Better: Who is your best friend? Describe the person and say why he/she is your best friend. Please include specific details and explanations.

17. Writing Prompts
A writing prompt should not require outside knowledge. If your writing assessment is an achievement test, then your prompt may be the same topic as your class. Make sure that students can answer the question without any additional background knowledge. An exception to this may be if students are working on a writing assignment outside of class. In this case, you may have them conduct their own research.

18. Writing Prompts
A writing prompt should indicate the way that a student will organize their response. Example: State three hypotheses that might explain why birds migrate south in the fall. Indicate the most probable one and give reasons for your selection.

19. Writing Task
Write a prompt that allows students to demonstrate specific skills or mastery of course objectives and outcomes. If an outcome of the course is that students will be able to summarize information, then the prompt should tell students to summarize the information. Example: Summarize the information from the chart, and then explain your opinion of the impact of solar energy.

20. Prompt Guidelines
There are several guidelines for developing writing prompts:
Include enough detail, but not too much content (the examinee may be tempted to copy the prompt).
Keep the prompt clear and concise. It should not be too large or abstract for the amount of time or the language level of the examinees.
The topic of the prompt should be interesting for the examinee and the rater.
Ensure that prompt does not require outside knowledge.
Write a prompt that allows students to demonstrate specific skills or mastery of course objectives and outcomes.

21. Reflect
Which task guideline is most relevant to your teaching context? Which is least relevant? Why?
The task should say who the intended audience is.
Include the amount of time students will have to write, as well as the expected length of their response.
Make sure that directions are simple and clear.
Create your scoring rubric when designing the task, not after the fact.
Explain how the task will be graded.

22. Reflect
Which prompt guideline is most relevant to your teaching context? Which is least relevant? Why?
Include enough detail, but not too much content (the examinee may be tempted to copy the prompt).
Keep the prompt clear and concise. It should not be too large or abstract for the amount of time or the language level of the examinees.
The topic of the prompt should be interesting for the examinee and the rater.
Ensure that prompt does not require outside knowledge.
Write a prompt that allows students to demonstrate specific skills or mastery of course objectives and outcomes.

23. Key Terms & Concepts
Review: Task Prompt Writing Construct Definition Test Purpose Target Language Use

24. Reflect
Directions: Write a one to two paragraph response to the following questions. This is an offline, non-graded assignment.
Why are well-written tasks important?
What are some problems that examinees might experience with poorly-written prompts?

25. Next Steps
Now, you will read about writing rubrics. This is activity # 4.

26. Sources
Cohen, A. (1994). Assessing language ability in the classroom. Boston: Heinle, ELT.