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Series editors ! "# Assessing Vocabulary $ Assessing Reading $ Assessing Languages for Speci®c Purposes $ % Assessing Listening $ %"& Assessing Writing $ %
Sara Cushing Weigle
CAMBRIDGE UNIVERSITY PRESS
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Dubai, Tokyo Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK www.cambridge.org Information on this title: www.cambridge.org/9780521784467 © Cambridge University Press 2002 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2002 6th printing 2009 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library ISBN 978-0-521-78446-7 Paperback ISBN 978-0-521-78027-8 Hardback Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work are correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.
To my family: Clarke, Tommy, and James
Contents
Series Editors' Preface Acknowledgements 1 %"
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ix
Series Editors' Preface
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Series Editors' Preface
xi
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Acknowledgements
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Acknowledgements
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" 9 , 1 ,# ;;1 9 1 # Theory, research and practice $ " H1 I+ , 2>>8 $ %" 9 " 9 Criterion-referenced language test development $ - " ! ; + , 1 ,# 9 ( ; ' = " 9 # Test development plan with speci®cations for placement instruments anchored to the model standards $ ! % + + - G ( + 2>>B Pro®ciency sample project $ , " + 2>>0 9 ! % .000 ) ! # , $ ,# 9 %" ;"+ " , 1J 1;+ E% 9 # , ; $ #$ ; ' # 9 ,%$ " $ %"
;" % $ 9 Testing ESL composition $ " $+ K& 9+ #% + * F G % H2>82I = " 9 # Communicative language testing $ + 2>>0 = " 9 #
xiv
Acknowledgements
" , " % 9 " = Assessing second language writing in academic contexts $ #,C , # 2>>2 #,C , %" 1 ,# 9 1 '%$C %,+ "+ , + Language testing in practice $ ! "# G ' # # ! "# G ' # 2>>B+ , %" $ ,# 9 )=9 ; ' = " 9 # First Certi®cate in English $ & = " 9 # IELTS specimen Materials 1995+ IELTS Handbook 2002+ = " 9 # Contextualized Writing Assessment H .002I Designing and assessing effective classroom writing assignments for NES & ESL students+ , 9 # Journal of second language writing+ * / 2 ,, 243/2+ - + " , 2>>?+ 1 ,# 9 # ; "" Assessing the portfolio $ #,C H.000I+ , 1 ,# 9 #, '+ " "& 9 , 9 " 9 # ' 9 , % a critical guide to alternative assessment ,2B> $ $ " , C 2>>>+ , $ ,# 9 '%$ " + "Writing assessment $ %## , + ; 9 - %"& 2>>8 ; ,# 9 C" , "# # ; 9 " $ C %$+ "&+ G + 2>>.32>>8 Toward a new theory of writing assessment. College Composition and Communication+ $ % , 2>>B $ %" 9 " 9 + , #$ .002
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READ TO EVALUATE POSSIBLE DISCOVERY
COMPREHEND AND CRITICIZE
POSSIBLE PROBLEM DETECTION spelling faults
new diction
Decode Words
alternative constructions
Apply Grammar Knowledge
grammar faults
puns and alternative interpretations
Apply Semantic Knowledge
ambiguities and reference problems
new evidence and examples
Make Instantiations and Factual Inferences
faulty logic and inconsistencies
analogies and elaborations
Use Schemas and World Knowledge
errors of fact and schema violations
ideas for alternative text structures
Apply Genre Conventions
faulty text structure
ideas for transitions and connectives
Identify Gist
alternative plans
Infer Writer’s Intentions and Point of View
disorganization
new voice or alternative content
Consider Audience Needs
inappropriate tone or complexity
incoherence
Representation of Text Meaning and Reader’s Response
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Be careful your
wallet. Next person may be you!!
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