Testing and Assessing Writing Skills in English
Jason Renshaw
Department of English Education
Kyungpook National University, S.Korea
A. Writing in English – Considerations Applicable to L2 Students
Learning to WriteFocus on writing as a mode and process and its ‘surface’ features
- Mechanics - handwriting, spelling, punctuation, paragraph skills;-Accuracy – correct use of vocabulary and grammar;
-Specific Language Practice – applying word and sentence patterns;
-Writing as a Mode – formats and layouts for writing;
-Rhetorical Devices – language particular to written (rather than spoken) medium;
-Writing as a Process – writing, drafting, reviewing and editing
Writing to Learn
Writing in combination with other language skills
- Sentence Building – Experimenting with word combinations to make sentences;-Reading-Writing Crossover – Using reading skills to improve writing and vice-versa;
-Dictation– Listening, vocabulary, punctuation and spelling integrated into one activity;
-Dictogloss – Listening, grammar and writing integrated into one activity;
-Note Taking – Summarizing activities or information;
- “Study” Writing – Personal dictionaries, self assessment
-Language Development – Writing in relation to interlanguage development
Writing to Communicate
Writing that is authentic, enjoyable and/or useful in learners’ real lives (less controlled, greater focus on meaning, personal expression and application of genres, focus on message and readers)
-Personal Writing – Diaries, journals, shopping lists, reminders, recipes
-Social Writing – Thank yous, invitations, congratulations, text messages, instructions, emails
-Public Writing – Letters to other classes, forms, posters, magazines, newsletters, menus
-Creative Writing – Poetry, riddles, stories, songs, product wrappers, etc.
Writing for Academic or Career Purposes
Writing as a medium for academic or business purposes
- Essay Writing – Expressing views/opinions, responding to topics [TOEFL/IELTS included]
-Resume Writing – Summarizing experience and qualifications in a persuasive light
-Application Letters – Persuasive writing for entry or acceptance purposes
-Presentation – Summarizing reports or information in graph form
B. “Can do” Scales for all Language Skills from the Common European Framework (CEF)
Stage: / Understanding / Speaking /Writing
Listening
/ Reading / Interaction / ProductionC2
/ I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided. I have some time to get familiar with the accent. / I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works. / I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it. / I can present a clear, smoothly-flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points. / I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.C1 / I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort. / I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field. / I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers. / I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. / I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind.
B2 / I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. / I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose. / I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. / I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. / I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences.
B1 / I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. / I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters. / I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). / I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. / I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.
A2 / I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements. / I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. / I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself. / I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job. / I can write short, simple notes and messages relating to matters in areas of immediate needs. I can write a very simple personal letter, for example thanking someone for something.
A1 / I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. / I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. / I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. / I can use simple phrases and sentences to describe where I live and people I know. / I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.
C. Combined “Can do” Scales (ALTE/CEF) for Writing Skills
Stage: /ALTE Writing Contexts
/ Common EuropeanFrameworkGen. Ability / Social/Tourist / Work Context / Study Context
C2 / CAN write letters on any subject and full notes of meetings or seminars with good expression and accuracy. / CAN write letters on any subject with good expression and accuracy. / CAN make full and accurate notes and continue to participate in a meeting or seminar. / CAN make accurate and complete notes during the course of a lecture, seminar or tutorial. / I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.
C1 / CAN prepare/draft professional correspondence, take reasonably accurate notes in meetings or write an essay which shows an ability to communicate. / CAN write letters on most subjects. Such difficulties as the reader may experience are likely to be at the level of vocabulary. / CAN handle a wide range of routine and non-routine situations in which professional services are requested from colleague or external contacts. / CAN write an essay which shows ability to communicate, giving few difficulties for the reader. / I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind.
B2 / CAN make notes while someone is talking or write a letter including non-standard requests. / CAN write to a hotel to ask about the availability of services, for example facilities for the disabled or the provision of a special diet. / CAN deal with all routine requests for goods or services. / CAN make simple notes that will be of reasonable use for essay or revision purposes. / I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences.
B1 / CAN write letters or make notes on familiar or predictable matters. / CAN write letters on a limited range of predictable topics related to personal experience and express opinions in predictable language. / CAN make reasonably accurate notes at a meeting or seminar where the subject matter is familiar and predictable. / CAN write down some information at a lecture, if this is more or less dictated. / I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.
A2 / CAN complete forms and write short simple letters or postcards related to personal information. / CAN complete most forms related to personal information. / CAN write a short, comprehensive note of request to a colleague or a known contact in another company. / CAN write a very short simple narrative or description, such as 'My last holiday'. / I can write short, simple notes and messages relating to matters in areas of immediate needs. I can write a very simple personal letter, for example thanking someone for something.
A1 / CAN complete basic forms, and write notes including times, dates and places. / CAN leave a very simple message for a host family or write short simple 'thank you' notes. / CAN write a simple routine request to a colleague, such as 'Can I have 20X please?'. / CAN copy times, dates and places from notices on classroom board or notice board. / I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.
D. Cambridge ESOL “Common Scale for Writing”
Level / MASTERY / CERTIFICATE OF PROFICIENCY IN ENGLISH (CPE):C2 / Fully operational command of the written language
-Can write on a very wide range of topics.
-Is able to effectively engage the reader by effectively exploiting stylistic devices such as sentence
length, variety and appropriacy of vocabulary, word order, idiom and humour.
-Can write with only very rare inaccuracies of grammar or vocabulary
-Is able to write at length organising ideas effectively
Level / MASTERY / CERTIFICATE IN ADVANCED ENGLISH (CAE):
C1 / Good operational command of the written language
-Can write on most topics.
-Is able to engage the reader by effectively exploiting stylistic devices such as sentence length,
variety and appropriacy of vocabulary, word order, idiom and humour, though not always appropriately.
Can communicate effectively with only occasional inaccuracies of grammar and vocabulary.
-Is able to construct extended stretches of discourse using accurate and mainly appropriate
complex language which is organisationally sound.
Level / VANTAGE / FIRST CERTIFICATE IN ENGLISH (FCE):
B2 / Generally effective command of the written language
-Can write on familiar topics.
-Shows some ability to use stylistic devices such as variety and appropriacy of vocabulary and
idiom and humour, though not always appropriately.
-Can communicate clearly using extended stretches of discourse and some complex language
despite some inaccuracies of grammar and vocabulary.
-Can organise extended writing which is generally coherent.
Level / THRESHOLD / PRELIMINARY ENGLISH TEST (PET):
B1 / Limited but effective command of the written language
-Can write on most familiar and predictable topics.
-Can communicate clearly using longer stretches of discourse and simple language
despite relatively frequent inaccuracies of grammar or vocabulary.
-Can organise writing to a limited extent.
Level / WAYSTAGE / KEY ENGLISH TEST (KET):
A2 / Basic command of the written language
- Can write short basic messages on very familiar or highly predictable topics possibly using
rehearsed or fixed expressions.
-May find it difficult to communicate the message because of frequent inaccuracies of grammar or vocabulary.
E. Different models of teaching and testing with writing skills
1. “Teach and then test”
Classroom-based Writing Instruction /Writing Test
2. “Teach and then test” (regular syllabus model)
Instruction /Test
/Instruction
/Test
/Instruction
/Test
3. “Teach and test” (term/semester model)
Instruction /Mid(-term)
Test
/Instruction
/Final
Test
4. Pre-/Post- Test
Pre-Test
/Instruction
/Post-Test
5. Pre-/Post- Test + term/semester model
Pre-Test
/Instruction
/Mid(-term)
Test /Instruction
/Post-/
Final Test
6. Pre-/Post- Test + term/semester model + split focus
Pre-Test
(A) + (B) /Instruction
(A)
/Mid(-term)
Test(A) /
Instruction
(B)
/Post-/
Final Test (B)
F. Model of a principled approach to writing instruction in an institutional context
Pre-Test
(real-world + academic) / Students take a timed writing test featuring both real-world and academic writing tasksAssessors Reading / Teachers meet and compare scoring and comments of random samples from the Pre-Test
Pre-Test
Score allocations (0%) / Teachers allocate scores for the Pre-Test, but they do not count towards final assessment
Teaching and Learning
Needs Analysis / Based on Assessors Reading and final Pre-Test scoring allocations, teachers meet and think about what needs to be taught and developed in class
Open/Independent Writing (journals, online forum, etc)
(10%) /
Instructional Period 1
w/ formative assessment(focus =
real-world writing tasks)
(15%) / Students attend regular writing classes, which have more general focus on real-world writing modes
Based on participation and effort, they are allocated a holistic score that comprises 15% of the final evaluation
In addition to class work, students do personal journals and/or online forum tasks or projects, possibly involving interaction and peer feedback with other class members. This work is scored holistically by the teacher and comprises 10% of the final evaluation
Mid-term Test
(real-world writing) / Students take a timed writing test featuring only the real-world writing tasksAssessors Reading / Teachers meet and compare scoring and comments of random samples from the Mid-term Test
Mid-term Test
Score allocations (25%) / Teachers allocate scores for the Mid-term Test, which comprises 25% of final evaluation score
Teaching and Learning
Needs Analysis / Based on Assessors Reading and Mid-term Test scoring allocations, teachers meet and think about what needs to be taught and developed in class
Open/Independent Writing (journals, online forum, etc)
(10%) /
Instructional Period 2
w/ formative assessment(focus =
academic writing tasks)
(15%) / Students attend regular writing classes, which have more general focus on academic writing modes
Based on participation and effort, they are allocated a holistic score that comprises 15% of the final evaluation
In addition to class work, students do personal journals and/or online forum tasks or projects, possibly involving interaction and peer feedback with other class members. This work is scored holistically by the teacher and comprises 10% of the final evaluation
Final Test
(academic writing) / Students take a timed writing test featuring only the academic writing tasksAssessors Reading / Teachers meet and compare scoring and comments of random samples from the Final Test
Final Test
Score allocations (25%) / Teachers allocate scores for the Final Test, which comprises 25% of final evaluation score
Final Evaluation / Teachers add up different sections to calculate and report final evaluations for all students (100%)
Course Review / All aspects of the coursework and testing are discussed by teaching faculty for the purpose of improving the next application of the writing curriculum
G. KET Example Writing Tasks