M.A. (Applied Linguistics)) / The aim of this study was to investigate the validity and reliability of two techniques of assessing writing proficiency. Both measuring techniques, Le. objective (multiple-choice question) and subjective (essay-type question) have their advantages as well as limitations and little agreement regarding their validity and reliability has been reached to date. Today great pressure is put on educational bodies to ensure that tests are fair to all those who attempt them and the cry for common standards is steadily increasing. The importance, therefore, of investigating the suitability of a multiple-choice test as a valid and reliable technique of assessing writing proficiency, is self-evident. Literature relevant to the following fields was reviewed: * Applied linguistics in relation to its application to pedagogy, especially to the teaching and testing of English as a second language * Perspectives concerning the methodology of teaching English as a second language, for example the traditional and functional/notional methods as well as the shift in emphasis from grammar oriented syllabuses to the new communicative approach * The writing process and the language skills and abilities involved * The validity and reliability of the essay-type test as opposed to multiple-choice testing as a measure of writing proficiency * The measurement of writing proficiency * Various scoring techniques...
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:3872 |
| Date | 11 February 2014 |
| Creators | Lombard, Juliana Verwey |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
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