An assessment of ESL writing placement assessment |
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| Institution: | 1. CAFPE and Dpto. de Física Teórica y del Cosmos, Universidad de Granada, E-18071 Campus de Fuentenueva, Granada, Spain;2. Institut für Theoretische Physik, Johann Wolfgang Goethe-Universität, Max-von-Laue-Str. 1, D-60438 Frankfurt am Main, Germany;3. Department of Physics, University of Jyväskylä, P.O. Box 35, FI-40014 University of Jyväskylä, Finland;4. Helsinki Institute of Physics, P.O. Box 64, FI-00014 University of Helsinki, Finland;5. Frankfurt Institute for Advanced Studies, Ruth-Moufang-Strasse 1, 60438 Frankfurt am Main, Germany;6. GSI Helmholtzzentrum für Schwerionenforschung, Planckstr. 1, 64291 Darmstadt, Germany;1. Center for Emergency Medicine, Community Health Centre Maribor, Proletarskih brigad 22, 2000 Maribor, Slovenia;2. Department of Physiology, Faculty of Medicine, University of Maribor, Taborska 8, 2000 Maribor, Slovenia;3. Department of Emergency Medicine, Faculty of Health Sciences, University of Maribor, ?itna 15, 2000 Maribor, Slovenia;4. Department of Emergency Medicine, Faculty of Medicine, University of Maribor, Taborska 8, 2000 Maribor, Slovenia;5. Department of Anaesthesiology, Intensive Care and Pain Management, University Medical Centre Maribor, Ljubljanska 5, 2000 Maribor, Slovenia;6. Department of Anaesthesiology and Reanimation, Faculty of Medicine, University of Maribor, Taborska 8, 2000 Maribor, Slovenia;1. The Chinese University of Hong Kong, Shenzhen, China;2. The Education University of Hong Kong, China;1. Keio University, Faculty of Environment and Information Studies, 5322 Endo, Fujisawa City, Kanagawa, Japan;2. University of California, Santa Barbara, Gevirtz Graduate School of Education, Santa Barbara, CA 93106-9490, USA;3. Universidad de los Andes, Depto de Lenguas y Cultura, Carrera 1 No. 18A-12 Edificio Franco, 5° piso, Bogotá, Colombia |
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| Abstract: | What are the best assessment practices for ESL and international students who must be placed into first-year composition courses at both two- and four-year institutions in the United States? In this article, I examine this issue in three ways. First, I enumerate the stances in the literature; following that I submit results of preliminary research which questions modes of writing assessment and their relationship to final grades in composition classes. Finally, I present results of an internet search of one set of prominent American institutions’ placement practices. From this data, it might be inferred that we use multiple instruments to place ESL students into composition classes rather than resorting to a multiple-choice test (especially a standardized instrument) as the sole means of determining placement.My primary purposes in this paper are to argue that second language composition specialists need to examine our placement practices and aim for a reconciliation of these practices with our classroom pedagogies. Further, if we are not involved in placement decisions at our various institutions, we must strive to be included in important decisions concerning our students and to be advocates for second language writers. |
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