Scoring and Consequential Validity Evidence of Computer-and Paper-Based Writing Tests in Times of Change

Little is known about how the assessment modality,i.e.,computer-based(CB)and paper-based(PB)tests,affects language teachers’scorings,perceptions,and preferences and,therefore,the validity and fairness of classroom writing assessments.The present mixed-methods study used Shaw and Weir’s(2007)sociocognitive writing test validation framework to examine the scoring and consequential validity evidence of CB and PB writing tests in EFL classroom assessment in higher education.Original handwritten and word-processed texts of 38 EFL university students were transcribed to their opposite format and assessed by three language lecturers(N=456 texts,152 per teacher)to examine the scoring validity of CB and PB tests.The teachers’perceptions of text quality and preferences for assessment modality accounted for the consequential validity evidence of both tests.Findings revealed that the assessment modality impacted teachers’scorings,perceptions,and preferences.The teachers awarded higher scores to original and transcribed handwritten texts,particularly text organization and language use.The teachers’perceptions of text quality differed from their ratings,and physical,psychological,and experiential characteristics influenced their preferences for assessment modality.The results have implications for the validity and fairness of CB and PB writing tests and teachers’assessment practices.

A Study of Writing Test in CET-4

The paper discusses the ＂Writing Test＂ in College English Test - Band Four in two aspects. One is the design of the ＂Writing＂ form; the other is the scoring process. From the discussion the paper comes to a conclusion that the ＂Writing Test＂ in CET-4 should be reformed in two ways： the single style of the ＂Writing＂ structure should be changed to various styles in design, and the ＂global scoring＂ principle used in marking the writing should be changed to ＂local scoring＂. At last, the author suggests some ways of how to put the reforming into reality,

A Critical Review on IELTS Writing Test of Academic Module

The International English Language Testing System(IELTS) is one of the most widely used language proficiency test inthe world. In the IELTS academic module, the writing test is a significant part to assess examinees' writing ability on the ground ofthe university academic level. Since the IELTS academic writing test measures test-takers' academic writing competency and pre-pares them for the university study, it is necessary to figure out the extent this test could be beneficial to test-takers for future uni-versity learning. This paper aims to provide a critical review of the IELTS writing test, dawning on"principles of test assessment"introduced by Brown and Abeywickrama(2010), and focusing particularly on the predictive validity, authenticity, and washback.

An Analysis of a Writing Test in a Chinese Senior High School

This paper analyzes the design and implementation of a normal writing test in a senior high school. In line with theories of test evaluation, an effective writing test should try to meet the balance of the six usefulness, which will be discussed in this paper; thereafter, pedagogical implications will be mentioned with an emphasis on how a test affects the teachers in changing their teaching approaches and motivates the learners in achieving higher goals in their writing proficiency.

DETERMINING THE RELIABILITY AND VALIDITY OF A MODIFICATION OF THE CET 4 WRITING TEST

The CET 4 writing test is widely used in China,but whether it is a more reliable and valid test ofwriting for CET 4 than other methods of evaluation is still not clear.The purpose of this study was to examine the reliability and the validity of a modification of this test.In carrying out the study,a total of 60 Band 4 students in Zhejiang University took the modified test,aCET 4 test and a First Certificate Practice Test.The results of this study demonstrate that themodified version is a significantly more reliable and valid writing test than the present CET 4 writingtest.These results suggest that the CET 4 writing test needs modification.

Validity Study on the Test Paper of the Academic English Reading and Writing Course

The aim of this study is to conduct the validity analysis of the test paper of the academic English reading and writing course referring to the freshmen of non-English majors in a university of Technology in Shanghai.The validity is mainly analyzed from these three aspects:the content and construct validity,the reaction process,and the internal structure of the test paper.And the principles of language assessment in the design of the test paper are given in this study.The validity study was also conducted in a class with 42 freshmen,and the scores of them were analyzed through the internal correlation coefficient from Statistic Package for Social Science(SPSS)25.0.Finally,the validity of the test paper is concluded.

A Tentative Review of IELTS Writing

The International English Language Testing System(IELTS)is a large-scale and widely recognized test which has a nine-band to identify the language proficiency levels.As a crucial measurement for candidates’English proficiency,it can be accepted for higher academic pursue and migration.The writing,an integrative part in IELTS,will be discussed in this paper.The investigation on IELTS writing is initially realized by presenting some basic information including purposes,components and criteria.And the critique will narrow down to the reliability,validity and topics compatibility.The potential backwash such as discrimination of other various rhetorical conventions is also discussed,and consequently,several tentative suggestions proposed are hopefully conducive for improvement.