An Investigation of the Writing Test Used at the Institute of International Studies, Ramkhamhaeng University (IIS-RU), T
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Volume two, Issue four
October 2012
An Investigation of the Writing Test Used at the Institute of International Studies, Ramkhamhaeng University (IIS-RU), Thailand VENUS KANSOPON Bangkok, Thailand Bio Data: Venus Kansopon earned an Associate of Arts (AA) degree from Wilbur Wright College in Chicago and obtained her Bachelor of Arts in English from Institute of International Studies, Ramkhamhaeng University. She is now pursuing Master of Teaching English as an International Language program (MTEIL) at Shinawatra International University. Abstract This study primarily investigated the validity and reliability of the writing assessments and their backwash effects on the undergraduates of Institute of International Studies, Ramkhamhaeng University (IISRU). The English-major students had academic writing skills problem, especially among the non-native English speakers, whose writing ability was critical to their academic achievement as they were required to produce many academic writing tasks. There were some native English speaking students who were also unable to write essays or compose properly. The IIS professors motivated their students to develop their writing skills by using writing tests (e.g., essay exam and writing prompt test) as the instruments to measure students’ writing competence, ability, and knowledge in curriculum. Introduction Writing competence predicts student’s academic achievement. Writing is a key element of communication and a critical part of comprehension. The ability to write clearly is an essential skill needed by undergraduate and graduate students. Writing proficiency, in particular, is being addressed as a skill that is integral to effective communication. Although multiple-choice tests provide some indicators of written language skill, they do so indirectly (Carson, Bridgeman, Camp and Waanders, 1985). Furthermore, writing is a suitable way to test a student’s ability in the final exam because it can show an ability to understand structure as well as content. Structure is very important in writing and is therefore overlooked if essay skills are not examined during a course. It also does not allow cheating as much as in written/multiple choice tests. Importantly, writing is a very valid skill to test student’s skills in many areas. As mentioned, multiple choice tests allow for a higher 86 | P a g e
Language Testing in Asia
Volume two, Issue four
October 2012
level of cheating or guessing and do not test the student’s ability to compose a written piece or to structure it. Multiple choice tests also suggest ‘right’ and ‘wrong’ answers and take away from the basic art of writing as something very subjective and individual (Finch, 2012). In addition, essay items, for example, are an effective way to measure higher level cognitive objectives. They are unique in measuring students' ability to select content, organize and integrate it, and present it in logical prose. Essay exams have a good effect on students' learning because they do not memorize facts but try to get a broad understand
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