An Evaluation of the Assessment Measure for Novice L2 Learners' English Writing

Wang Yumin,Zhao Jingxuan,Jia Lijuan

doi:10.13189/lls.2020.080304

Abstract

Academic writing poses a consistent challenge in many students' university career. This study conducted a systematic diagnostic assessment to identify specific discourse strengths and weaknesses in first-year undergraduate students' English writing. Our study found that the top three prevalent weaknesses are related to overall discourse awareness, syntactic proficiency, and idea development. Based on the knowledge of students' specific strengths and weaknesses, more targeted remediation prescription can be designed and delivered for maximal support in facilitating first year undergraduate students' development of English writing proficiency in the classroom setting.

Highlights

Academic writing in a second or foreign language (L2) frequently poses a challenge in many people’s academic lives
Diagnostic assessment, i.e., the act of precisely analyzing a problem and identifying its causes for the purpose of effective treatment (Rupp, Templin & Henson, 2010), arises as a helpful approach to cope with this situation
Given Chinese students’ persistent problems and difficulties in English writing, the present study aims at developing a set of fine-grained writing rubrics and further applying it to help diagnose the specific discourse strengths and weaknesses as demonstrated in first year undergraduate students’ English writing

Summary

Introduction

Academic writing in a second or foreign language (L2) frequently poses a challenge in many people’s academic lives. Diagnostic assessment, i.e., the act of precisely analyzing a problem and identifying its causes for the purpose of effective treatment (Rupp, Templin & Henson, 2010), arises as a helpful approach to cope with this situation. Diagnostic language assessment is designed to identify the strengths and weaknesses in individuals’ or group’s knowledge and use of language. Alderson (2005) specified that “focusing on strength will enable the identification of the level a learner has reached, and focusing on weaknesses or possible areas for improvement should lead to remediation or further instruction” (p.257). What makes diagnostic assessment stand out from other types of assessment is that diagnostic assessment identifies problems, and and more importantly, searches for underlying causes of the problems, especially the persistent or recurring problems so that appropriate remediation activities can be prescribed (McMillan, 2014; Rupp, Templin, & Henson, 2010)

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Conclusion