200 / 2018-08-15 13:39:46

Are classroom-based L2 Chinese writing tests and L2 Chinese Writing Proficiency Test assessing similar constructs?

classroom-based assessment; Writing Proficiency Test; test constructs; L2 Chinese degree learners

全体主题 > 面向教学的语言测试与评价

Training learners’ writing ability is a vital component in L2 Chinese degree programs in China. At advanced curricular levels, L2 Chinese degree learners are often required to learn Chinese argumentative writing by following specific rhetorical conventions. Although learners are assessed on their argumentative writing skills on a regular basis, it is not well understood what writing ability may be nurtured through such training, how such ability relates to overall writing proficiency. This study attempts to better understand the writing development associated with training on argumentative writing by observing learner performance in classroom-based writing tests. How such learning effects relate to HSK-6 writing test results (a high-stake Chinese proficiency test) is also examined. Two questions are asked:
1. What kinds of linguistic, ideational, and textual performance are demonstrated in L2 Chinese degree learners’ classroom-based argumentative writing tests?

2. What kinds of relationships exist between L2 Chinese degree learners’ performance in classroom-based argumentative writing tests and HSK-6 Writing Test results?

The dataset comprised 30 argumentative essays produced by 15 advanced L2 Chinese learners in two classroom-based writing tests. To answer Question 1, the essays were analyzed in constructs including linguistic accuracy and complexity, content, meta-discourse features, and structural characteristics. The essays were also rated holistically using rubrics adapted from the ACTFL writing proficiency guidelines. To address Question 2, participants’ recent HSK test scores were obtained. Correlations between the performance data in the classroom-based tests and HSK test were calculated. The findings suggest that learners displayed specific linguistic and textual patterns in their classroom-based tests. Learner performance in different constructs related to their writing proficiency scores in distinct ways. Based on the results, validity issue concerning the design of classroom-based writing tests with a focus on argumentative writing is discussed. Implications on testing constructs involved in HSK writing test is also explored.