Examined a scoring anomaly that became apparent in a state-mandated writing assessment. Results for 3,660 essays by sixth graders show that using a spiral model for training raters and scoring papers results in higher mean ratings than does using a sequential model for training and scoring. Findings demonstrate the importance of making decisions…

The writing assessment program in the Cherry Creek, Colorado, schools is described. Writing assessments for students in grades three, six, eight, and 10 have been developed. A holistic approach is used by teachers in scoring these instruments. Improvement of students' essay-writing ability indicates the value of the assessment program. (DWH)