Abstract
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...