Designing Efficient L2 Writing Assessment Tasks for Low-Proficiency Learners of English. TOEFL® Research Report. RR-97. ETS RR-21-27

Autor/inn/en	Sasayama, Shoko; Garcia Gomez, Pablo; Norris, John M.
Titel	Designing Efficient L2 Writing Assessment Tasks for Low-Proficiency Learners of English. TOEFL® Research Report. RR-97. ETS RR-21-27
Quelle	In: ETS Research Report Series, (2021), (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	English (Second Language); Language Tests; Second Language Learning; Writing Tests; Test Construction; Language Proficiency; Guidelines; Rating Scales; Photography; Electronic Mail; Friendship; Computer Mediated Communication; Test Items; Writing (Composition); Task Analysis; Cross Cultural Studies; Foreign Countries; Syntax; Comparative Analysis; Colombia; Japan; Europe; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Writing test; Schreibtest; Testaufbau; Language skill; Language skills; Sprachkompetenz; Richtlinien; Rating-Skala; Fotografie; Elektronischer Briefkasten; Freundschaft; Computerkonferenz; Test content; Testaufgabe; Schreibübung; Aufgabenanalyse; Cultural comparison; Kulturvergleich; Ausland; Kolumbien; Europa
Abstract	This report describes the development of efficient second language (L2) writing assessment tasks designed specifically for low-proficiency learners of English to be included in the "TOEFL® Essentials"™ test. Based on the can-do descriptors of the Common European Framework of Reference for Languages for the A1 through B1 levels of proficiency, four task types were identified to be prototypical candidate writing tasks for the target test-taker population (i.e., adolescent and adult low-proficiency English learners). Those four task types included: (a) Describe a Photo, (b) Write a Review, (c) Chat With a Friend, and (d) Write an E-mail. These task types were also considered efficient in the framework of the test in that they had the potential to be accessible to low-proficiency learners and to elicit sufficient spontaneous writing for assessment purposes within a short period of time. In the current study, eight assessment tasks, two for each task type, were developed and piloted with 169 A1-B1 learners of English from Japan and Colombia. The findings revealed that the Describe a Photo and Write an E-mail tasks performed the best in eliciting substantial language use and emphasizing distinct performance attributes, both characteristics needed for efficiently measuring test takers' writing proficiency as well as discriminating among proficiency levels at the lower end of the spectrum. The report concludes by highlighting some observations on L2 writing assessment task design for low-proficiency learners of English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01