1. DESIGNING ASSESSMENT TASKS: RESPONSIVE AND EXTENSIVE WRITING
1.1. have a combination of form-focused and meaning-focused objectives but with more emphasis on meaning, it also imply a little more focus on top-down processing than on bottom-up
1.1.1. Paraphrasing
1.1.1.1. ensure that learners understand the importance of. paraphrasing: to say something in one's own words
1.1.2. Guided Question and Answer
1.1.2.1. test administrator poses a series of questions that essentially serve as an outline of the emergent written text
1.1.3. Paragraph Construction Tasks
1.1.3.1. 1. Topic sentence writing
1.1.3.2. 2. Topic development within a paragraph
1.1.3.3. 3. Development of main and supportihg ideas across paragraphs
1.1.4. Strategic Options
1.1.4.1. 1. Attending to task
1.1.4.1.1. open-ended: a task has been defmed by the teacher or test administrator, and the writer must fulfill the criterion of the task.
1.1.4.2. 2. Attending to genre
1.1.4.2.1. constraints and the opportunities of the genre are exploited.
1.1.5. TEST OF WRITTEN ENGLISH (TWE®)
1.1.5.1. test-takers are under a 30-minute time limit and are not able to prepare ahead of time for the topic that will appear
1.1.6. SCORING METHODS FOR RESPONSIVE AND EXTENSIVE WRITING
1.1.6.1. Holistic Scoring
1.1.6.1.1. a prescribed pattern
1.1.6.1.2. The TWE scoring scale
1.1.6.2. Primary Trait Scoring
1.1.6.2.1. focuses on "how well students can write within a narrowly defmed range of discourse"
1.1.6.3. Analytic Scoring
1.1.6.3.1. as many as six major elements of writing are scored, association with classroom language instruction than with formal testing.
2. DESIGNING ASSESSMENT TASKS: INTENSIVE (CONTROLLED) WRITING
2.1. display writing as opposed to real writing: students produce language to display their competence in grammar, vocabulary, or sentence formation, and not necessarily to convey meaning for an authentic purpose
2.1.1. Dictation and Dicto-Comp
2.1.1.1. was described as an assessment of the integration of listening and writing
2.1.2. Grammatical Transformation Tasks
2.1.2.1. structural paradigms of language teaching with slot-filler, techniques and slot substitution drills, the practice of making grammatical transformations
2.1.3. Picture-Cued Tasks
2.1.3.1. 1. Short sentences.
2.1.3.1.1. A drawing of some simple action is shown; the test·taker writes a brief sentence
2.1.3.2. 2. Picture description.
2.1.3.2.1. e asked to describe the picture using four of the following prepositions: on, over, under, next to, around.
2.1.3.3. 3. Picture sequence description
2.1.3.3.1. three to six pictures depicting a story line can provide a suitable stimulus for written production
2.1.4. Vocabulary Assessment Tasks
2.1.4.1. (a) defining and (b) using a word in a sentence
2.1.5. Ordering Tasks
2.1.5.1. word games and puzzles: ordering (or reordering) a scralnbled set of words into a correct sentence
2.1.6. Short-Answer and Sentence Completion Tasks
2.1.6.1. very simple and predictable to somewhat more elaborate responses
3. BEYOND SCORING: RESPONDING TO EXTENSIVE WRITING
3.1. Formal testing carries with it the burden of designing a practical and reliable instrument that assesses its intended criterion accurately. To accomplish that mission, designers of writing tests are charged with the task of providing as "objective" a scoring procedure as possible
3.1.1. Assess,ing Initial Stages of the Process of Composing
3.1.1.1. some guidelines for assessing the initial stages (the first draft or two) of a written composition. These guidelines are generic for self, peer, and teacher responding
3.1.2. Assessing Later Stages of the Process ofComposing
3.1.2.1. Once the writer has determined and clarified his or her purpose and plan, and has completed at least one or perhaps two drafts, the focus shifts toward "fme tuning"the expression with a view toward a final reVision. Editing and responding assume an appropriately different character now
4. ISSUES IN ASSESSING RESPONSIVE AND EXTENSIVE WRITING
4.1. Responsive writing creates the opportunity: test-takers to offer an array of possible creative responses within a pedagogical or assessment framework
4.2. Extensive, or "free," writing, which is amalgamated into our discussion here, takes all the principles and guidelines of responsive writing and puts them into practice in longer texts.
4.2.1. 1. Authenticity.
4.2.1.1. Authenticity is a trait that is given special attention
4.2.2. 2. Scoring.
4.2.2.1. Scoring is the thorniest issue at these fmal two stages of writing
4.2.3. 3. Time.
4.2.3.1. Yet another assessment issue surrounds the unique nature of writing
5. Writing was primarily a convention for recording speech and for reinforcing grammatical and lexical features of language
5.1. writing has occupied the attention of papers, articles, dissertations, books, and even separate professional journals exclusively devoted to writing in a second language
5.2. for achieving employment in many walks of life and is simply taken for granted in literate cultures.
6. GENRES OF WRITTEN LANGUAGE AND TYPES OF WRITING PERFORMANCE
6.1. Academic writing
6.1.1. papers and general subject reports, essays, compositions academically focused journals, short-answer test responses, technical reports (e.g., lab reports) theses, dissertations
6.2. Job-related writing
6.2.1. messages (e.g., phone messages), letters/emails memos (e.g., interoffice) reports (e.g., job evaluations, project reports) schedules, labels, signs advertisements, announcements manuals
6.3. Personal writing
6.3.1. letters, emails, greeting cards, invitations messages, notes, calendar entries, shopping lists, reminders financial documents (e.g., checks, tax forms, loan applications) forms, questionnaires, medical reports, immigration documents diaries, personal journals fiction (e.g., short stories, poetry)
6.4. Imitative
6.4.1. the ability to spell correctly and to perceive phoneme-grapheme correspondences in the English spelling system
6.5. Intensive
6.5.1. producing appropriate vocabulary within a context, collocations and idioms, and correct grammatical features up to'the length of a: sentence
6.6. Responsive
6.6.1. perform at a limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraphs.
6.7. Extensive
6.7.1. successful management of all the processes and strategies of writing for all purposes, up to the length of an essay, a term paper, a major research project report, or even a thesis.
7. MICROSKILLS, MACROSKILLS, AND STRATEGIES FOR WRITING
7.1. The earlier microskills apply more appropriately to imitative and intensive types of writing task, while the macroskills are essential for the successful mastery of responsive and extensive writing.
7.2. Microskills
7.2.1. 1. Produce graphemes and orthographic patterns of English. 2. Produce writing at an efficient rate of speed to suit the purpose. 3. Produce an acceptable core of words and use appropriate word order patterns. 4. Use acceptable grammatical systems (e.g., tense, agreement, pluralization), patterns, and rules. 5. Express a particular meaning in different grammatical forms. 6. Use cohesive devices in written discourse.
7.3. Macroskills
7.3.1. 7. Use the rhetorical forms and conventions of written discourse. 8. Appropriately accomplish the communicative functions of written texts according to form and purpose. 9. Convey links and connections between events, and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification. 10. Distinguish between literal and implied meanings when writing. 11. Correctly convey culturally specific references in the context of the written text. 12. Develop and use a battery of writing strategies, such as accurately assessing the audience's interpretation, using prewriting devices, writing with fluency in the first drafts, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.
8. DESIGNING ASSESSMENT TASKS: IMITATIVE WRITING
8.1. how to handwrite the Roman alphabet
8.1.1. Tasks in [Hand] Writing Letters, Words, and Punctuation
8.1.1.1. Copying
8.1.1.1.1. test-taker to copy letters or words
8.1.1.2. Listening cloze selection task
8.1.1.2.1. provides a list of missing words from which the test-taker must select
8.1.1.3. Picture-cued tasks
8.1.1.3.1. write the word that the picture represents
8.1.1.4. Form completion tasks.
8.1.1.4.1. asks for name, address, phone number, and other data
8.1.1.5. Converting numbers and abbreviations to words
8.1.1.5.1. hours ofthe day, dates, or schedulesand test-takers are directed to write out the numbers
8.1.2. Spelling Tasks and Detecting Phoneme-Grapheme Correspondences
8.1.2.1. Spelling tests.
8.1.2.1.1. teacher dictates a simple list ofwords, one word at a time,followed by the word in a sentence, repeated again, with a pause for test-takers to write the word
8.1.2.2. Multiple-choice techniques
8.1.2.2.1. words and phrases in the form of a multiple-choice task risks crossing over into the domain of assessing reading, but if the items have a follow-up writing component
8.1.2.3. Picture-cued tasks
8.1.2.3.1. according to the objectives of the assessment, but this format is an opportunity to present some challenging words and word pairs: boot/book, read/reed, bit/bite, etc.
8.1.2.4. Matching phonetic symbols
8.1.2.4.1. phonetic symbols and asked to write· the correctly spelled word alphabetically