Reliability and Validity of Using Reorganization-Translation Task for L2 Writing Assessment
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초록
This study explored the potentials of a newly-developed translation test as a useful tool in measuring L2 learners’ writing competence. The Reorganization-Translation test is a type of L1 to L2 translation test that is designed to gauge test-takers’ discourse competence in addition to other writing assessment criteria. For the purposes of this study, the test was administered on 95 college students in Korea, and the test responses were marked by four raters. The analyses in this study were centered on the test’s reliability and construct validity, the two qualities of test usefulness that are of great importance in justifying the use of test results. The findings of this research upheld the usefulness of the test as a reliable and valid form of L2 writing assessment and a helpful instrument in teaching L2 learners about coherence or rhetorical organization in writing. The significance of this study was highlighted in relation to its first-of-its-kind attempt to develop and administer a translation test reflecting all of the components of language ability including discourse competence. The implications of such endeavor are discussed together with the study’s limitations and suggestions for a probe into a more appropriate setting for the test.
Abstract
This study explored the potentials of a newly-developed translation test as a useful tool in measuring L2 learners’ writing competence. The Reorganization-Translation test is a type of L1 to L2 translation test that is designed to gauge test-takers’ discourse competence in addition to other writing assessment criteria. For the purposes of this study, the test was administered on 95 college students in Korea, and the test responses were marked by four raters. The analyses in this study were centered on the test’s reliability and construct validity, the two qualities of test usefulness that are of great importance in justifying the use of test results. The findings of this research upheld the usefulness of the test as a reliable and valid form of L2 writing assessment and a helpful instrument in teaching L2 learners about coherence or rhetorical organization in writing. The significance of this study was highlighted in relation to its first-of-its-kind attempt to develop and administer a translation test reflecting all of the components of language ability including discourse competence. The implications of such endeavor are discussed together with the study’s limitations and suggestions for a probe into a more appropriate setting for the test.
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