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    Bagian Dina

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    Lisda
    This document discusses various types of intensive or controlled writing tasks that can be used to assess English language skills. It describes dictation, dictocomp tasks, grammatical transformation tasks, picture-cued tasks, vocabulary assessment tasks, ordering tasks, and short answer/sentence completion tasks. The goals are to have test-takers produce appropriate vocabulary, collocations, idioms and correct grammar within sentences and short paragraphs to demonstrate their language abilities. Scoring typically focuses on grammatical and lexical accuracy.

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    Bagian Dina

    Uploaded by

    Lisda
    51 views10 pages
    This document discusses various types of intensive or controlled writing tasks that can be used to assess English language skills. It describes dictation, dictocomp tasks, grammatical transformation tasks, picture-cued tasks, vocabulary assessment tasks, ordering tasks, and short answer/sentence completion tasks. The goals are to have test-takers produce appropriate vocabulary, collocations, idioms and correct grammar within sentences and short paragraphs to demonstrate their language abilities. Scoring typically focuses on grammatical and lexical accuracy.

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    This document discusses various types of intensive or controlled writing tasks that can be used to assess English language skills. It describes dictation, dictocomp tasks, grammatical transformation tasks, picture-cued tasks, vocabulary assessment tasks, ordering tasks, and short answer/sentence completion tasks. The goals are to have test-takers produce appropriate vocabulary, collocations, idioms and correct grammar within sentences and short paragraphs to demonstrate their language abilities. Scoring typically focuses on grammatical and lexical accuracy.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    51 views10 pages

    Bagian Dina

    Uploaded by

    Lisda
    This document discusses various types of intensive or controlled writing tasks that can be used to assess English language skills. It describes dictation, dictocomp tasks, grammatical transformation tasks, picture-cued tasks, vocabulary assessment tasks, ordering tasks, and short answer/sentence completion tasks. The goals are to have test-takers produce appropriate vocabulary, collocations, idioms and correct grammar within sentences and short paragraphs to demonstrate their language abilities. Scoring typically focuses on grammatical and lexical accuracy.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 10

    2.

    INTENSIVE
    (CONTROLLED)
    WRITING

    This refers to producing appropriate vocabulary within


    a context, collocations and idioms, and correct
    grammatical features up to the length of a sentence.
    a. Dictation and Dicto-
    Comp
    Dictation is simply the A form of controlled writing
    rendition in writing of what related to dictation is a dicto-
    one hears aurally, so it could comp. Here, a paragraph is
    be classified as an imitative read at normal speed, usually
    type of writing, especially two or three times; then the
    since a proportionof the test- teacher asks student to
    taker’s performance centers rewrite the paragraph from
    on correct spelling. the best of their recollection.
    b. Grammatical transformation tasks

    To measure test-takers grammatical


    competence, teacher can use the following
    numerous versions of the task :

    (1) Change the tenses in a paragraph


    (2) Change full forms of verbs to reduced
    forms (contraction)
    (3) Change statements to yes/no or wh-
    question
    (4) Change questions into statements
    (5) Combine two sentences into one using a
    relative pronoun
    (6) Change direct speech to indirect speech
    (7) Change from active to passive voice
    c. Picture-cued
    tasks
    The main advantage in this
    technique is in detaching the
    almost ubiquitous reading and
    writing connection and
    offering instead a nonverbal
    means to stimulate written
    responses.
    Picture-cued sentence writing
    Test-takers see the following picture :
    1. 2. 3.

    Test-takers read :
    1. What is the woman doing?
    2. What is the man doing?
    3. What is the family doing?

    Test-takers write:
    1. She is eating. She is eating her lunch. She is holding a spoon, etc.
    Picture-cued story sequence

    Test-takers read: Describe the man’s daily activities. Scoring scale for controlled writing

    Test-takers write: 2 Grammatically and lexically correct


    He gets up at seven o’clock. 1 Either grammar or vocabulary is incorrect, but not
    He takes a shower at 7:05 AM both
    He has breakfast at 7:35 AM. etc 0 Both grammar and vocabulary are incorrect
    d. Vocabulary Assesment Tasks

    Vocabulary assessment tasks:


    the major techniques used to
    assess vocabulary are (a)
    defining and (b) using a word
    in a sentence.
    Example :
    Here are some … (1) on how to be a successful English
    learner. First, don’t be shy of making mistakes and use
    every opportunity to practice your English language.
    Second, always active …(2) note of new vocabulary.
    Finally, listen to english songs or watch movies often to …
    (3) your english language.

    1. a. Tips b. Clues c. Plans d. Rules


    2. a. Take b. Took c. Taken d. Put
    3. a. Decrease b. Like c. Improve d. Well
    Ordering Tasks
    Ordering a cramble set of words into a correct sentence

    Example:
    1. Door after the lock out you go
    1 2 3 4 5 6 7

    The correct arrangement is …


    A. 4 – 3 – 1 – 2 – 6 – 7 – 5
    B. 6 – 7 – 5 – 4 – 2 – 3 – 1
    C. 7 – 5 – 6 – 4 – 3 – 1 – 2
    D. 4 – 3 – 1 – 6 – 7 – 5 – 2
    Short Answer and Sentence Completion Tasks

    Example:

    Test-takers see:

    1. Alicia: Who’s that?

    Tony: ____________ Gina.

    Alicia: Where’s she from?

    Tony: __________ Jakarta.

    2. Jennifer: _______________?

    Kathy: I’m studying English.

    3. Restate the following sentences in your own words, using the underlined word. You may

    need to change the meaning of the sentence a little.

    - I never miss a day of school. always

    - I’m pretty healthy most of time. seldom

    - I play tennis twice a week. sometimes

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