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The information will also be relevant to examinees who will be informed about their specific strengths and weaknesses in order to improve their writing proficiency in the English language.

Other tests of English language proficiency, which are norm-referenced, report a single score or subtest scores that indicate an examinee's place on a scale that the test is using. Such represents a population of examinees who are taking the test for a specific purpose (e.g., for admission to college in the United States). In contrast, the GWT assesses general English-writing proficiency with an emphasis on the functional ability to communicate in writing. Functional ability involves a person's ability to carry out particular, well-defined tasks in the language (e.g., describing oneself, comparing two options, or supporting an opinion with specific examples).
The wealth of information in the score report enables those who interpret the results to make informed decisions that are related to an examinee's functional writing proficiency. For example, in an employment situation, an employer might decide that a potential or current employee has adequate English-writing skills to perform well in a particular position. In addition, the examinee in an employment situation can be given meaningful and useful feedback concerning tasks and skill areas where he/she needs to improvement. After a period of time and with practice, that person may be permitted to retake another (parallel) form of the test to demonstrate increased proficiency.
As another example, an English teacher can use the information to determine which skill areas need to be emphasized for the class as a whole. The teacher can also interpret the scores to give special instruction that focuses on specific areas of weakness to individual students or small groups of students. Furthermore, when the teacher explains the scores to a student, the student receives some reward or reinforcement for his/her efforts in areas of the test where the scores indicate progress.
The rater evaluates the degree to which the examinee accomplishes or addresses the requirements of the task as reflected in the directions (e.g., including word count). The raters also evaluate the cohesiveness and clarity of the writing?whether or not the meaning or message of the composition was consistently presented and easily understood. Lastly, the raters evaluate how persuasive the composition was.
The rater evaluates the degree to which the examinee applies the correct grammatical structures and sentence patterns, as well as the examinee's appropriate use of the functions of the English language, according to the context of the task's requirements. The rater also evaluates the degree to which the examinee correctly applies the rules of punctuation.
The rater evaluates the degree to which the examinee uses the appropriate English words or terms as required in the context of the task's requirements, and the extent and precision of the terminology used. The rater also evaluates the examinee's ability to spell the words used correctly.
The rater evaluates the degree to which the examinee established the direction or “thrust” of the composition. The rater also evaluates the degree to which the sequence of the paragraphs and sentences facilitate and maintain the logical progression of the ideas from initial presentation to conclusion.
The rater evaluates the degree to which the examinee establishes the main topic or message of the composition, the appropriateness of the detail or information used to support the main topic or message, and the extent to which the main topic or message is developed.