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A study on correlations between English Professional Subject of the Technological and Vocational Education Joint College Entrance Exam and picture writing performance of students from department of applied foreign languages of vocational high schools
Chen, Su Mei
Chen, Su Mei
direct writing assessment
indirect writing assessment
TVE Joint College Entrance Exam
English Professional Subject
|Issue Date:||2012-12-03 11:32:30 (UTC+8)|
Direct writing assessment is usually employed to evaluate students’ writing proficiency. However, the Technological and Vocational Education (TVE) Joint College Entrance Exam adopts indirect writing assessment to assess students from Department of Applied Foreign Languages (DAFL) in English Professional Subject (EPS). The purpose of the present paper is to examine the effectiveness of the EPS indirect writing test and how the current practice can be improved.
For serving the purpose, a total of 119 third-year DAFL students participated in the study. The researcher uses indirect writing assessment, the EPS indirect writing test, and direct writing assessment, a picture writing task, as the testing instruments to examine the correlation between the two writing measures. Moreover, questionnaires are used to investigate the participants’ perceptions of the two writing tasks.
Results indicated that the EPS multiple-choice writing test and the picture writing task exhibited a moderate correlation, suggesting the indirect test could, at least in part, serve as a good indication of the students’ writing competence in direct writing. Results also showed that sentence insertion (SI) and sentence deletion (SD), among the four subtests, moderately correlated with the direct writing task. The two subtests could thus be depended on as a better indication of the participants’ direct writing proficiency.
Nevertheless, questionnaire findings displayed that the students applied discourse-level knowledge in the indirect test. Nonetheless, the same concept was not applied to the direct task probably because of the traditional teaching approach to English writing, focusing on grammar analysis and vocabulary teaching. Therefore, the two writing tasks should be combined in the entrance exam to produce positive washback effect on writing instruction.
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