Microsoft Word language assessment theory with practice

sentences. 
=Rewrite the incorrect sentences.
Instruction 3: 
= Study each other’s worksheets and discuss your answers. 
=Discuss the rules you followed to transform the sentences. 
=Write the sentences again if needed. 
Student Name: 
Classmate’s Name: 
Original Sentence 
New Sentence 
Is the new 
sentence 
correct? 
Write the correct 
sentence 
1. 
I get up at 7 o’clock. (she) 
2. 
We drive our car. (now) 
3. 
He shops every Monday. 
(now, not)
4. 
My dog loves its toy. (not) 
5. 
Tom and Mary ride 
bicycles. (now) 
6. 
You are selling cars. (not) 
7. 
Does she sing? (now) 
8. 
Do they feed the street 
dogs? (now) 
9. 
Do I wait in front of the 
bank? (now, not) 
10. 
They live in a small town. 
(where, ?)
 

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Assessment of Language Skills: Productive Skills
191 
3.1.3. Responsive Writing 
Responsive assessment tasks require learners to “perform at a limited 
discourse level, connecting sentences into a paragraph and creating a 
logically connected sequence of two or three paragraphs” (Brown & 
Abeywickrama, 2019, p. 229). Responsive task writers create the exercises 
on the assumptions that the learners have mastered the essential rules for 
constructing grammatical sentences and should now focus on discourse 
conventions to achieve the objectives related to the creation of longer 
written text. With these tasks, there is a strong emphasis on context and 
meaning as well as on discourse and rhetorical conventions of paragraph 
structure. Test takers are expected to develop a sequence of connected ideas 
leading to the creation of well-connected two or three paragraphs with 
language use appropriate for the intended audience.
With responsive assessment tasks, writers become involved in the art 
and science of real writing instead of display writing. Responsive 
prompt/assignments give test takers a chance to choose among alternative 
vocabulary, grammar, and discourse forms of expression and produce an 
array of possible creative responses, as long as they fulfil the requirements 
of the given prompt.
To have a more valid writing assessment, test developers should try to 
select tasks that represent as closely as possible the ones test takers are 
expected to perform in their academic/professional/everyday lives. Such 
assessment tasks are likely to have a beneficial backwash effect. 
Representative responsive writing assessment tasks include: 
(i) brief narratives (e.g., sequence of events) or descriptions
(ii) essays based on interpretations of charts, graphs and tables 
(iii) paraphrasing 
(iv) responses to the reading of an article or story 
(v) short lab or book reports that have structured formats and 
follow well-defined conventions 
(vi) summaries of longer texts (e.g., articles, stories, reports, 
books) 

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Language Assessment - Theory with Practice
192 
Examples 6a and 6b illustrate how guiding questions can be used as a 
formative assessment exercise that encourages students to research, analyse 
related texts, and later prepare reports demonstrating their mastery of 
relevant grammar, vocabulary, punctuation, and writing sub-skills. Asking 
students to create texts in a specific genre on a particular topic makes 
comparing their performances easier. It creates a more reliable picture of 
what was learned/mastered by whom in the class.