Testing Reading and Writing

At present, we are living in a globalized world where people from different countries are
having more and more interactions. This phenomena can be considered the primary factor to
learning a second language due to the fact that the interaction, mentioned before, may require
individuals use a foreign language to accomplish their messages. Thus, learning a foreign
language demands learners to master language skills in order to interpret appropriately the
transmitted messages which vary depending on the context and purposes set. However, as in any
academic teaching context, these abilities need to be assessed to accomplish specific objectives
like the learner progress or his language proficiency level. McNamara (2003, p3) states that this
activity (assessment) is “a universal feature of social life” although it demands knowledge to be
done correctly. For that reason, this paper is intended to present insights on testing two of those
skills: reading and writing. First, the concept of literacy will be presented as these skills are
considered paramount to function in any language. Second, the notions of what needs to be tested
in this regards to these skill will be presented. Third, techniques to test these skills will be
analyzed contextualizing my personal experience. Finally, the reasons of why I considered
assessing them is crucial for both test-administers and test-takers will be exposed.

At this point we can separate the skills to differentiate productive (speaking and writing) from
receptive (listening and reading) ones. Yet, the synergy of reading and writing (literacy) gains
importance not only for the assessing activity but for multiple reasons that will be describe
below. Although the concept of literacy has been defined as the ability to read and write,
UNESCO (2004) stablishes a more complete definition:

Literacy is the ability to identify, understand, interpret, create, communicate and

compute, using printed and written materials associated with varying contexts. Literacy
involves a continuum of learning in enabling individuals to achieve their goals, to
develop their knowledge and potential, and to participate fully in their community and
wider society (p 13).
 This definition attempts to enclose what a literate person should be able to do. In regards
with assessment, however, it would be necessary to contextualize the concept to determine goals
and so the procedures to utilize. This raises the next question: how does the concept of literacy
affect reading and writing assessment? The answer comes from a bigger picture. Not only does
literacy influence the development of humans but also agendas, research, national policies as
well as culture. Because of this, it is important to review what, how and why reading and writing
are tested.

On the one hand, it is substantial to point out that nor the process or the product of
reading are visible to test-administers (Brown, 2002). Contrary, the process and the product of
writing are observable. Making inferences from what has been read, for the former, and the
written performance for the latter, is what is tested, somehow (Alderson, 2000; Brown, 2002).
Nevertheless, what is tested must be prescribed in the sense that the test-taker must recognize
there are different genres of reading and writing. For instance, if a student does not know the
conventions of writing a project report, his performance in it can be predicted as low. Likewise,
if a student is not used to read professional journal articles, we may anticipate misunderstandings
about the reading. This examples contribute to strengthen the concept of validity at test design.
Therefore, familiarizing the test-taker with the genres of reading and writing is necessary in
order to obtain results that are in accordance with what is being tested.

At this point, we have to differentiate between genres and types being the first a
classification of language realizations (language in use), and the second being considered as a
classification of the activity performed. Thus, the type of reading can demand the test-taker
having two different kinds of reading recognition: bottom-up and top-down skill, and the type of
writing can require the test-taker to follow norms and conventions (Brown, 2002; Dooey, 2008)
as well as a repertoire of specific vocabulary, sociolinguistics and pragmatic competences, for
example. The context, as I mentioned above, determines the type of reading and writing, and so I
may say that the extensive types of reading and writing have been quite demanding for me as a
test-administer and for my students as test-takers. This is due to learners’ level because most of
them study different BA programmes and unifying a “topic” to write an essay, for example, is
complicated.

Finally, I consider reading and writing assessment complicated for different factors.
Being literate in a foreign language

References

Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge. University Press.

Brown, H. D. (2002). Language assessment. Principles and classroom practices. New Jersey:
Pearson ESL. Pp.182-250

Dooey, P. (2008). Language testing and technology: problems of transition to a new era.
ReCALL, 20, pp 21-34 doi:10.1017/S0958344008000311

McNamara, T. (2000) Language Testing. Oxford: Oxford University Press.

UNESCO (2004). The plurality of literacy and its implications for policies and programmes.
Retrieves on November 6th, from
http://unesdoc.unesco.org/images/0013/001362/136246e.pdf