20161207 understanding writing assessment...
TRANSCRIPT
Understanding writing assessment
What every teacher should know
Kevin YF CheungGad S Lim
Who are you?
A. I’m a teacher.B. I’m the Co-ordinator/Director of
Studies.C. I’m a learner.D. I’m a parent.
Why are you here?
A. I need evidence of Continuous Professional Development.
B. I want to earn an Open Badge.C. I want to know more about writing
assessment.D. Other
Digital Open Badges
http://www.cambridgeenglish.org/events/open‐badges
Understanding writing assessment
What every teacher should know
Kevin YF CheungGad S Lim
© Malyugin
A writing test that includes the question ‘What is 1+1?’
A B
© Malyugin
A writing test that includes the question ‘What is 1+1?’
© Malyugin
B
A writing task where we know who the intended reader is
© Malyugin
A writing task where we know who the intended reader is
To help students improve their writing, a teacher administers a test and only provides a letter grade
A B
© Malyugin
To help students improve their writing, a teacher administers a test and only provides a letter grade
© Malyugin
B
A writing test that includes the question ‘what is 1+1?’
A writing task that specifies who the reader is.
To help students improve their writing, a teacher administers a test and only provides a letter grade.
Does each example below represent good or bad assessment practice?
• What to assess
• How to assess:
• Eliciting writing
• Evaluating writing
Outline
What to assess
© Shutterstock
Which one of the following is NOT an aspect of writing ability?
A.Writing the letter A
B. Typing speed
C. Writing a magazine article
D. Spelling
A.Writing the letter A
B. Typing speed
C. Writing a magazine article
D. Spelling
Which one of the following is NOT an aspect of writing ability?
C U later?
A
What is writing ability?
© Professor25© Shutterstock
StructureCreativityStyleEditingPlanningClarityGenreSynthesis
HandwritingSpellingGrammarAccuracyVocabularyOriginalityCoherenceCohesion
ArgumentPunctuationRegisterOrganisationUse of humourAuthorial voiceReviewingMonitoring
Age
First language
Culture
Profession
Education
Gender
Level of competency
Computer literacy
1. Who is being assessed?
2. Level of competency
Should register be an assessment focus among beginning writers?
2. Level of competency
YES NO
message
message
cognitive
message
cognitive
linguistic
message
cognitive
linguistic socio-linguistic
message
cognitive
linguistic socio-linguistic
3. Why are the test takers being assessed?
© Shutterstock
© Jacek Dudzinski
How to assess:eliciting writing
© Deyan Georgiev
TASK A
Writing task from a YLE exam
You are expecting a delivery but won’t be at the office today. Write an email to your colleague asking her to receive the package for you.
What type of learners is each of these writing tasks suitable for?
TASK B
Who is being assessed
© Professor25
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message
cognitive
linguistic socio-linguistic
Write
Write linguistic
Write
Write about x
linguistic
Write
Write about x
linguistic
message
Write
Write about x
Write a letter to your friend about x
linguistic
message
Write
Write about x
Write a letter to your friend about x
linguistic
message
sociolinguistic
Write
Write about x
Write a letter to your friend about x
Write a letter to your friend about x and y asking z
linguistic
message
sociolinguistic
Write
Write about x
Write a letter to your friend about x
Write a letter to your friend about x and y asking z
linguistic
message
sociolinguistic
cognitive
Old FCE part 1
Type of text (genre)
A.Memo
B. Story
C. Report
D.Newsletter
Which of the following genres is the LEAST appropriate one for assessing business English?
Type of text (genre)
1. Essay
2. Report
3. Email
4. Newspaper article
Which of the following genres is the LEAST appropriate one for assessing academic English?
… complaining about customer service
… enquiring about a room for rent
… applying for a job
Purpose
Write a letter
… for your boss
… for your project team
… for your customers
Audience
Write a report of a project
© Lamai Prasitsuwan
© bradcalkins
© Shutterstock
How to assess:evaluating writing
© ESB Professional
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InClass
Large scale
Peer feedback
Detailed evaluative comments
A checklist
A few scores
A score
InClass
Large scale
Peer feedback X
Detailed evaluative comments
A checklist
A few scores
A score
InClass
Large scale
Peer feedback X
Detailed evaluative comments
A checklist
A few scores
A score X
Single score Multiple subscores
© ESB Professional
message
cognitive
linguistic socio-linguistic
message
sociolinguistic
cognitive
linguistic
I use full stops to mark the end of sentences and longer pauses
I start sentences with capital letters
I keep my tall letters tall and my letters sitting on the line
I use a selection of words other than ‘and’ to join sentences
I use question marks to indicate when a question has been asked
I use paragraphs to split up sections of similar ideas
I can be daring and use words I haven’t used before
I describe the feelings of characters in detail
I check my work for mistakes like missed punctuation and silly spellings
I start my sentences in different ways instead of repeating myself
Summary
• What to assess
• How to assess:
• Eliciting writing
• Evaluating writing
Further information
Free writing practice for your students
writeandimprove.com
Teaching English
Sample papers, handbooks, lesson plans and teacher guides
Free resources for teachers
For new and experienced teachers
Teaching Qualifications
Helps you assess which stage you are at in your professional development and work out where you want to get to next
Teaching Framework
About our exams and teaching
Webinars
www.cambridgeenglish.org/teaching-english
www.cambridgeenglish.org/silt
Further information
University of CambridgeCambridge English Language Assessment1 Hills Road, Cambridge CB1 2EU, UKTel: +44 (0)1223 553997Fax: +44 (0)1223 553621Email: [email protected]
Keep up to date with what’s new via the Cambridge English Language Assessment website:www.cambridgeenglish.org
For information on Cambridge English webinars for teachers:www.cambridgeenglish.org/webinars
Understanding reading assessment: what every teacher should know23 and 25 January 2017