ASSESSING WRITING QUIZ

1. Complete the statement with the words that correspond. 

In Imitative writing, test-takers have to learn basic skills of writing letters, words, ……………… and ………………. Additionally, learners need to spell correctly and to perceive …………………… in the English spelling system. 

• A. Punctuation , short sentences , phoneme-grapheme.

• B, Collocation , long sentences , speech sounds.

• C. Idioms , connect sentences , grapheme-phoneme.

• D. Reports , speech sounds , lexical variety.

2. Choose the task that does NOT belong to Imitative writing.

• A. Tasks in (Hand-)writing Letters, Words, and Punctuation.

• B. Spelling Tasks and Detecting Phoneme-Grapheme Correspondences.

• C. Dictation and Dicto-Comp.

• D. Handwriting letters, words, and punctuation marks.

3. What does “display writing” refer to?

• A. Students produce language to convey meaning for an authentic purpose.

• B. Students produce language to evaluate their writing skills including: writing for accuracy and for organizing ideas.

• C. Students produce language to try to use all the steps to writing including: developing ideas, organizing ideas, drafting, editing, proofreading, redrafting.

• D. Students produce language to display their competence in grammar, vocabulary, or sentence formation and not necessarily to convey meaning for an authentic purpose.

4. How is the activity "short sentences" in "picture cued tasks"?

• A. A somewhat complex picture may be presented, showing, say, a person reading on a couch, a cat under a table, books and pencils on the table, chairs around the table, a lamp next to the couch, and a picture on the wall above the couch. Test-takers are asked to describe the picture using four of the following prepositions: on, over, under, next to, around.

• B. A drawing of some simple action is shown; the test-taker writes a brief sentence.

• C. A paragraph is read at normal speed, usually two or three times, then the teacher asks students to rewrite the paragraph from the best of their recollection.

• D. Students must order (or reorder) a scrambled set of words into a correct sentence.

5. What are the assessment tasks of extensive and receptive writing?

• A. Paraphrasing, Guided Question and Answer, Paragraph Construction Tasks, Strategic Options.

• B. Ordering Tasks, Paraphrasing, Strategic Options, Paragraph Construction Tasks.

• C.

  1.  Paraphrasing, Ordering tasks, Paragraph Construction Tasks, Strategic Options, Standardized Tests of Responsive Writing.

• D. Grammatical Transformation Tasks, Guided Question and Answer, Paragraph Construction Tasks.

6. What are some standardized tests of responsive writing?

• A. TOEFL, FCE, PTE, KET

• B. MALEB, PTE, IELTS, TOEFL

• C. TOEFL, MELAB, PTE, IELTS

• D. IELTS, KET, PTE, MELAB

7. What kind of writing does the definition belong to?

Implies successful management of all the processes and strategies of writing for all purposes, up to the length of an essay, a term paper, a major research project report, or even a thesis.

• A. Imitative writing

• B. Extensive writing

• C. Responsive writing

• D. Intensive writing

8. What are the assessment tasks for scoring methods for responsive and extensive writing?

• A. Holistic scoring, analytic scoring, primary-trait scoring

• B. Paraphrasing, guided question and answer, paragraph construction tasks.

• C. Dictation and dictionary-comp, grammatical transformation tasks, picture-cued tasks.

• D. Analytic scoring, paraphrasing, primary-trait scoring.

9. Complete the following statement 

…………… of compositions offers ……….. a little more ………. than a single holistic or primary-trait score. Scores in ……… or six major elements help call the writer’s attention to areas of needed improvement.

• A. Analytic scoring, writers, washback, five

• B. Primary-trait scoring, readers, washback, four

• C. Holistic scoring, writers, washback, five

• D. Analytic scoring, readers, feedback, five

10. What type of writing does this belong to?

Test designers commonly use three major approaches to scoring writing performance at responsive and extensive levels of writing: holistic, primary trait, and analytical.

• A. Designing assessment tasks: intensive (controlled) writing

• B. Scoring methods for responsive and extensive writing

• C. Beyond scoring: responding to extensive writing

• D. Issues in assessing responsive and extensive writing