ielts rr volume04 report3
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ielts rr volume04 report3
3. TASK DESIGN IN IELTS ACADEMIC WRITING TASK 1:THE EFFECT OF QUANTITY AND MANNER OF PRESENTATION OF INFORMATION ON CANDIDATE WRITINGKieran O’Loughlin ielts rr volume04 report3n University of MelbourneGillian Wigglesworth Macquarie UniversityABSTRACTThis paper reports on a study into task difficulty in the IELTS Academic writing Task 1. The study examined firstly, die extent to which the difficulty of die task is affected by the amount of information provided to the candi ielts rr volume04 report3date and secondly, the extent to which the difficulty of the task is affected by the presentation of the information to the candidate.In the Academicielts rr volume04 report3
Writing Task 1 candidates are required to examine a diagram or table, and to present the information in their own words (IF.LTS 2000). Four tasks, whi3. TASK DESIGN IN IELTS ACADEMIC WRITING TASK 1:THE EFFECT OF QUANTITY AND MANNER OF PRESENTATION OF INFORMATION ON CANDIDATE WRITINGKieran O’Loughlin ielts rr volume04 report3he tasks included less information on which candidates could base their responses and the other two included more information. Within each of these two types of tasks, one was designated as the control, and the other was designated as the experimental task. Five different versions of each of the two ielts rr volume04 report3 experimental tasks were developed. These versions differed in the way the stimulus material was presented to candidates. The control tasks were desigielts rr volume04 report3
ned as benchmark tasks and administered to all candidates. The experimental tasks were administered to selected subgroups of the cohort.Two hundred an3. TASK DESIGN IN IELTS ACADEMIC WRITING TASK 1:THE EFFECT OF QUANTITY AND MANNER OF PRESENTATION OF INFORMATION ON CANDIDATE WRITINGKieran O’Loughlin ielts rr volume04 report3control tasks and two other experimental tasks). All scripts were double rated by trained and qualified IELTS raters. Analyses of the test scores and the scripts themselves were then undertaken.The test score analyses indicated that there were no substantial differences in difficulty between the tas ielts rr volume04 report3ks, either in terms of the amount of information presented or in terms of the differences in presentation of the tasks. Analyses of the written textsielts rr volume04 report3
produced by the students focused on whether there were any systematic differences in their written performances across different proficiency levels (h3. TASK DESIGN IN IELTS ACADEMIC WRITING TASK 1:THE EFFECT OF QUANTITY AND MANNER OF PRESENTATION OF INFORMATION ON CANDIDATE WRITINGKieran O’Loughlin ielts rr volume04 report3th more information.. The trend was less clear overall in relation to accuracy. However, the high proficiency group showed a strong tendency to display greater accuracy in response to the task with more information. It appears, therefore, that tasks providing less information actually elicit more co ielts rr volume04 report3mplex language. Since the goal of these tasks is to produce as high a performance from the candidate as possible it can be concluded that this is bestielts rr volume04 report3
achieved through using simpler tasks.IELTSrrọlUi tor Wrr-.-nm-x CpporfcrrtyPublishing detailsInternational EnglishLanguage Testing System (IELTS)Rese3. TASK DESIGN IN IELTS ACADEMIC WRITING TASK 1:THE EFFECT OF QUANTITY AND MANNER OF PRESENTATION OF INFORMATION ON CANDIDATE WRITINGKieran O’Loughlin ielts rr volume04 report3lts.org©2003 IDPJELTS Australia.This publication is copyright. Apart from any fair dealing for the purposes of pnvate study, research or criticism or review, as permitted under the Copyright Act. no part may be reproduced by any process without written permission. Enquiries should be made to the pub ielts rr volume04 report3lisher.National Library of AustraliaCataloguing-in-Publication Data2003 edIELTS Research Reports 2003 Volume 4ISBN 0 86403 045 2Kieran 0'Loughlin andielts rr volume04 report3
Gillian WigglesworthIntroductionWritten assessment tasks are designed with a view to providing an adequate sample of written discourse to make appropr3. TASK DESIGN IN IELTS ACADEMIC WRITING TASK 1:THE EFFECT OF QUANTITY AND MANNER OF PRESENTATION OF INFORMATION ON CANDIDATE WRITINGKieran O’Loughlin ielts rr volume04 report3 test results, it is critical that the tasks are all comparably difficult. Thus, one of the goals in developing assessment tasks must be to ensure comparability across different administrations. In order to do this it is essential that wc know much more about the tasks, how candidates approach them, ielts rr volume04 report3 and what makes a task more or less difficult. This study was designed to investigate these issues.Previous research into the impact of task variabiliielts rr volume04 report3
ty in oral language has suggested that relatively small variations in task design can influence the linguistic output of learners (Foster 1996, Foster3. TASK DESIGN IN IELTS ACADEMIC WRITING TASK 1:THE EFFECT OF QUANTITY AND MANNER OF PRESENTATION OF INFORMATION ON CANDIDATE WRITINGKieran O’Loughlin ielts rr volume04 report3most part these studies have been carried out in the classroom context. The focus of these studies has been on how different tasks can influence different aspects of learner language - for example, do particular task types promote more fluent language, or more accurate language? To shed insight onto ielts rr volume04 report3 these questions, these studies have involved highly detailed analyses of the oral linguistic output of the learners. A range of measures have been usielts rr volume04 report3
ed to examine these differences, and while general conclusions may be drawn, the necessarily small scale of such studies, and the lack of comparabilit3. TASK DESIGN IN IELTS ACADEMIC WRITING TASK 1:THE EFFECT OF QUANTITY AND MANNER OF PRESENTATION OF INFORMATION ON CANDIDATE WRITINGKieran O’Loughlin ielts rr volume04 report3estigation of these phenomena in the testing situation, however, have allowed a different approach. Because most testing situations allow substantial numbers, it has sometimes been possible to examine both rater perceptions of differences according to task, and to include a more detailed analysis at ielts rr volume04 report3 the discoursal level. These recent studies have suggested that, once again, relatively small-scale variations in the task can influence the output (sielts rr volume04 report3
ee for example, Wiggles worth 1997, 2001). To date, however, these studies have investigated oral language, rather than written language.The question 3. TASK DESIGN IN IELTS ACADEMIC WRITING TASK 1:THE EFFECT OF QUANTITY AND MANNER OF PRESENTATION OF INFORMATION ON CANDIDATE WRITINGKieran O’Loughlin ielts rr volume04 report3es which have argued that both die quality and quantity of an essay’s content can be influenced by the topic, although other studies have argued that the topic has little effect on scores (Hamp-Lyons 1990). The large and much cited study by Carlson, Bridgeman, Camp & Waanders (1985) which investigat ielts rr volume04 report3ed the Test of Written English (TWE) and looked at the effect of topic on scores, claimed that the correlations suggested no significant differences iielts rr volume04 report3
n how the different topics and task types were ranking students. However, Carlson (1986 cited in Polio & Glew 1996) found that there were significant 3. TASK DESIGN IN IELTS ACADEMIC WRITING TASK 1:THE EFFECT OF QUANTITY AND MANNER OF PRESENTATION OF INFORMATION ON CANDIDATE WRITINGKieran O’Loughlin ielts rr volume04 report3ve language skills, and the ability to determine which type of task is more or less difficult is that there are a series of interactions which take place. Firstly, the lest taker, or candidate, interacts with the task. Thus, there may be an issue of familiarity with the content of the task. There ma ielts rr volume04 report3y be more or less supporting material provided with the task. There may be a choice of which task to choose. The second major interaction which takesielts rr volume04 report3
place is the rater’s interaction with the candidate's writing. The rater approaches the writing using either a holistic or an analytic scale or a mixt3. TASK DESIGN IN IELTS ACADEMIC WRITING TASK 1:THE EFFECT OF QUANTITY AND MANNER OF PRESENTATION OF INFORMATION ON CANDIDATE WRITINGKieran O’Loughlin ielts rr volume04 report3 the task to be more or less difficult than another task, and may compensate for this in applying the score to the writing. As PolioIIIi903. TASK DESIGN IN IELTS ACADEMIC WRITING TASK 1:THE EFFECT OF QUANTITY AND MANNER OF PRESENTATION OF INFORMATION ON CANDIDATE WRITINGKieran O’LoughlinGọi ngay
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