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Testing Writing

The  Writing Tests have been undergoing changes from the past to the present. From the ancient essay tests to the latest TOEFL New tests and IELTS Examinations there have been aspects which have remained the same as funadamental principles and task types and there are other evaluation procedures that have undergone remarkable changes.

Essay tests are first analysed in detail and their drawbacks are pointed out.  This is followed by an analysis of the interlinear tests, the objective tests and the pragmatic tests and a comparative study of these tests helps in drawing implications for testing writing.  Finally, a review of a number of significant studies of writing research from 1900 to 1986 is undertaken and the overall implications are worked out.

2.3. Testing Writing

This section begins with an overview of the historical perspective of written examinations and then goes on to discuss different types of tests like the essay test, the interlinear test, the objective test and the pragmatic test.  A comparison of the different types of tests helps in drawing implications for the testing of writing.

2.3.1.   Historical Perspective

Written examinations have a long history.  Kuo reports that the Great shun, a model emperor of antiquity whose reign ended in 2205 BC tested his officers through written examinations every third year and after three examinations either gave them a promotion or dismissed them from service.  European universities from the beginning emphasised examinations as the basis for the awarding of degrees and honours.  The Cambridge Tripos is a well-known example of such examinations.  In the 19th century Horace Mann administered uniform written examinations to a selected sample of learners from the Boston public schools. His arguments were influential in bringing about substitution of written for oral examinations.  Horace Mann (1845) advocated the use of a large number of specific questions in place of fewer general questions and a search for more objective standards of educational achievement.

This search for objective evaluation of written work continues even today.  While the teaching of writing emphasise the need for developing individuality, creativity and personal involvement, the testing of writing looks for the common factors which can be objectively evaluated so as to measure the learners’ proficiency in written expression.

• Essay Tests
• Interlinear Tests
• Multiple Choice Test