The Criteria and Challenges in Evaluating the Performance of the Writing Skills of German Language Students
DOI:
https://doi.org/10.17507/jltr.1601.02Keywords:
writing skill, performance measurement, criteria of quality, content design, grammarAbstract
The goal of this study was to learn how the performance of German as a Foreign Language (GFL) writing skills is evaluated, what criteria it is based on, and what challenges can be expected during the evaluation. Performance measurement is a challenge for many, and previous research and experience show that when it comes to productive abilities, writing takes a back seat in the classroom, where speaking skills are prioritized. Nonetheless, since the focus of this study is on German writing skills, it is important to clarify their role in GFL teaching. Although there are different aspects and criteria for the assessment of productive and writing skills, some are more important than others. The study takes a theoretical and empirical approach, utilizing a questionnaire and interviews to analyze the perspectives of both examinees (students) and examiners (teachers). For a justified assessment, certain quality criteria are considered, including objectivity, reliability, and validity. Additionally, the study also references Goethe, ÖSD, and TELC model tests, as well as other test forms used in private schools and university courses in Kosovo. Thus, this research focuses not only on the various forms and functions of performance measurement but also on the potential obstacles that may develop during assessment and how to avoid and fix these issues.
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