DEVELOPMENT AND INNOVATIONS IN SCIENCE
International scientific-online conference
23
EXAMINATION OF A2 LEVEL LEARNERS' WRITING PROFICIENCY
Sh.A.Kurbanova
Qo‘qon universiteti Andijon filiali.
Pedogogika psixologiya
va filologiya kafedrasi v.b dotsenti.
Shohi2005@mail.ru
Qo‘shaqova Umida Doniyorbek qizi
FTO‘24_01
https://doi.org/10.5281/zenodo.14744323
Annotation:
The examination of A2 level learners' writing proficiency is an
essential aspect of assessing their language development and evaluating their
ability to communicate effectively through writing. Assessments provide
valuable insights into learners' strengths and areas for improvement, helping
educators tailor their instruction to meet specific needs. Various assessment
methods and tools are employed to measure A2 level learners' writing
proficiency accurately.
Key word
s: Rubrics, assessment, educator, feedback, content, organization,
vocabulary choice, and grammar usage in a time-sensitive environment.
The evaluation of writing samples through rubrics is a widely employed
assessment method for measuring A2 level learners' writing proficiency. Rubrics
provide a systematic and objective framework for assessing various aspects of
writing, including organization, coherence, vocabulary usage, grammar accuracy,
and overall communication. By using rubrics, educators can ensure consistency
in evaluation and provide learners with valuable feedback for improvement.
As described by Brown and Abeywickrama (2010), "Rubrics offer a clear
and structured way to evaluate A2 level learners' writing by providing specific
descriptors and performance levels for each criterion." Rubrics consist of a set
of predetermined criteria and corresponding descriptors that define different
levels of performance. Educators use these rubrics to assess learners' writing
samples and assign scores or levels based on the extent to which learners meet
the criteria.
Here is an example of a rubric for evaluating the organization and
coherence of a paragraph written by an A2 level learner:
Criterion: Organization and Coherence
Level 1: Limited organization and coherence
The paragraph lacks a clear introduction, div, and conclusion.
Ideas are disorganized and do not flow logically.
There is limited use of linking words to connect ideas.
DEVELOPMENT AND INNOVATIONS IN SCIENCE
International scientific-online conference
24
Level 2: Partial organization and coherence
The paragraph includes a basic introduction, div, and conclusion.
Ideas are somewhat organized, but the flow is not consistently maintained.
Some use of linking words is evident but may be imprecise or repetitive.
Level 3: Adequate organization and coherence
The paragraph has a clear introduction, div, and conclusion.
Ideas are generally well-organized and follow a logical progression.
Effective use of linking words enhances coherence and cohesion.
Level 4: Strong organization and coherence
The paragraph demonstrates a well-developed introduction, div, and
conclusion.
Ideas are effectively organized and flow smoothly.
Skillful use of a variety of linking words creates coherence and cohesion.
By applying this rubric, educators can assess learners' paragraphs and
provide specific feedback based on the observed level of organization and
coherence. This allows learners to understand their strengths and areas for
improvement in organizing their ideas within a paragraph.
One notable advantage of using rubrics is the transparency they offer in the
assessment process. Both educators and learners can have a clear understanding
of the expectations and standards for each criterion. Rubrics also facilitate
effective communication of assessment outcomes, as educators can provide
constructive feedback based on specific descriptors.
In conclusion, the evaluation of writing samples through rubrics is a
valuable and widely utilized assessment method in measuring A2 level learners'
writing proficiency. The use of rubrics, as supported by Brown and
Abeywickrama (2010), provides a structured and consistent approach to assess
various aspects of writing. By employing rubrics, educators can provide learners
with meaningful feedback and guide their progress towards becoming more
proficient writers.
Timed writing tasks are a commonly used assessment method that involves
providing A2 level learners with a specific topic or prompt and a restricted time
frame to compose a written response. This form of assessment simulates real-
world writing situations where learners must generate ideas, organize their
thoughts, and produce a coherent piece of writing within a given time limit.
Timed writing tasks not only evaluate learners' writing proficiency but also
assess their ability to work under time constraints and demonstrate effective
communication skills.
DEVELOPMENT AND INNOVATIONS IN SCIENCE
International scientific-online conference
25
As Bachman and Palmer (2010) emphasize, "Timed writing tasks are
valuable for assessing A2 level learners' ability to generate ideas, organize their
thoughts, and produce coherent written texts within a limited timeframe."
These tasks require learners to think quickly and efficiently, making decisions
about content, organization, vocabulary choice, and grammar usage in a time-
sensitive environment.
Here's an example of a timed writing task prompt for A2 level learners:
Topic: "Describe your favorite holiday destination."
Prompt: In 30 minutes, write a paragraph describing your favorite holiday
destination. Explain why you enjoy visiting this place and highlight some of the
activities and attractions it offers. Focus on using descriptive language and
organizing your ideas effectively.
In this task, learners are given a specific topic, a time limit of 30 minutes,
and clear instructions on what to include in their response. This prompt
encourages learners to showcase their writing skills by describing their favorite
holiday destination and providing supporting details within the given time
frame.
Timed writing tasks offer several advantages as an assessment method.
Firstly, they assess learners' ability to think and write under time pressure,
which is a valuable skill in real-life situations such as exams or time-sensitive
writing tasks in academic or professional contexts. Secondly, these tasks provide
a snapshot of learners' writing proficiency, allowing educators to assess their
ability to generate ideas, organize their thoughts, and express themselves
coherently within a limited timeframe.
Portfolio assessment is a valuable method used to evaluate A2 level
learners' writing proficiency by compiling a collection of their written work over
a period of time. Portfolios provide a holistic view of learners' progress and
development, allowing educators to assess their writing skills, track growth, and
demonstrate achievements. This form of assessment promotes learner
reflection, self-assessment, and the ability to showcase their writing abilities in
diverse contexts.
As Hamp-Lyons highlights, "Portfolios offer A2 level learners the
opportunity to reflect on their writing, monitor their growth, and demonstrate
their achievements over time." By collecting and organizing a range of writing
samples, learners can observe their progression, identify areas of strength, and
set goals for improvement. The portfolio serves as a comprehensive record of
their writing journey.
DEVELOPMENT AND INNOVATIONS IN SCIENCE
International scientific-online conference
26
For example, a writing portfolio for an A2 level learner might include
various types of written work, such as paragraphs, short compositions, reflective
pieces, and even samples of edited and revised drafts. The portfolio can
showcase the development of vocabulary use, grammar accuracy, organization,
coherence, and overall writing skills.
Here are some key elements of employing portfolio assessment for
evaluating A2 level learners' writing proficiency:
Selection of Writing Samples: Learners and educators collaboratively
choose representative writing samples to include in the portfolio. These samples
should demonstrate the learners' growth and showcase their ability to meet
specific writing objectives.
Reflection and Self-Assessment: Learners are encouraged to reflect on their
writing process, identify areas of improvement, and provide self-assessment of
their strengths and weaknesses. This reflective component promotes
metacognitive skills and encourages learners to take ownership of their
learning.
Goal Setting: Learners can set personal writing goals based on feedback
received and areas identified for improvement. These goals can be documented
in the portfolio, allowing learners to track their progress and demonstrate their
commitment to growth.
Feedback and Assessment: Educators provide feedback on the writing
samples included in the portfolio, highlighting strengths, offering suggestions for
improvement, and identifying areas for further development. This feedback can
be both written and verbal, providing learners with guidance and support.
In conclusion, portfolio assessment is a powerful method for evaluating A2
level learners' writing proficiency. As advocated by Hamp-Lyons (2001),
portfolios enable learners to reflect on their writing, monitor their growth, and
demonstrate their achievements over time. By including diverse writing samples
and engaging in self-assessment, learners can actively participate in the
evaluation process, fostering a sense of ownership and promoting continuous
improvement.
References:
1. Brown, H. D., & Abeywickrama, P. Language Assessment: Principles and
Classroom Practices. Pearson Education. 2010.
2. Bachman, L. F., & Palmer, A. S. Language Assessment in Practice: Developing
Language Assessments and Justifying their Use in the Real World. Oxford
University Press. 2010.
DEVELOPMENT AND INNOVATIONS IN SCIENCE
International scientific-online conference
27
3. Hamp-Lyons, L., & Heasley, B. Study Writing: A Course in Written English for
Academic and Professional Purposes (2nd ed.). Cambridge University Press.
2006.
