By Sara Cushing Weigle
The evaluation of language newbies is having a becoming effect in English language educating and utilized linguistics. a proper assessment of students' writing skills is critical for language lecturers with a view to verify the pedagogical wishes in their scholars. whereas there was a substantial physique of labor undertaken on assessing the writing skills of local audio system, the problems surrounding the evaluation of moment language learners' writing skills are nonetheless rising. at this time, not anyone quantity has explored those matters and their implications for language educating practitioners wishing to judge their students' writing. This ebook outlines in an obtainable demeanour the key tenets of study within the box and supply language academics with directions to layout and boost appropriate writing review projects for his or her students.
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Extra info for Assessing Writing (Cambridge Language Assessment)
Knowledge of registers . Knowledge of idiomatic expressions . Knowledge of cultural references Strategic competence Assessment . Evaluating communicative situation or test task and engaging an appropriate discourse domain . Evaluating the correctness or appropriateness of the response Goal setting . Deciding how (and whether) to respond to the communicative situation Planning . Deciding what elements of language knowledge and background knowledge are required to reach the established goal Control of execution .
Rather, for each testing situation, a de®nition of the ability, or construct, of interest must be developed that takes into account the test takers, the purpose of the test, and the target language use situation. In Chapter 2, reference was made to various formulations of the components of language ability in applied linguistics research, beginning with the work of Hymes (1972). Current scholarship in the ®eld seems to have arrived at a consensus position that communicative language ability ± or the ability to use language to achieve genuine communicative function ± consists of interactions between aspects of language knowledge, on the one hand, and strategic competence, on the other, as set forth by Bachman (1990) and modi®ed by Bachman and Palmer (1996).
In a composition course, we may be interested in knowing whether students are able to organize a comparison/contrast essay, and thus the students' knowledge about music would not be part of the construct we are trying to measure. On the other hand, if a student chose this task for a music history course, the instructor would most likely be interested in knowing about the students' ability to write about music, and thus would include this knowledge as part of his or her construct de®nition. It is important to remember, as Alderson notes, that constructs are not so much `psychologically real entities that exist in our heads,' (2000: 118) but abstractions that we de®ne for a particular assessment purpose.