The purpose of this study was to develop a standard-setting method appropriate for use with a diagnostic assessment that produces profiles of student mastery rather than a single raw or scale score value. The condensed mastery profile method draws from established holistic standard-setting methods to use rounds of range finding and pinpointing to…

Scoring systems for direct writing assessment are described. In holistic scoring, a global quality judgment of the writing sample is made. Primary trait scoring, developed by the National Assessment of Educational Progress, is conducted in accordance with specific goals. Analytic scoring identifies characteristics and quality of writing. These…

The Connecticut Assessment of Educational Progress assesses writing traits using different approaches to diagnose students' skills. These include multiple choice, direct assessment, "revising test," dictation, and note-taking. These measures and scoring guides are used to assess several elements of good writing. (DWH)

The history of direct writing assessment and scoring procedures in South Carolina are discussed. The South Carolina Basic Skills Assessment Program Writing Committee developed writing objectives for students. Holistic and analytic scoring procedures were used. Information on instructional improvement and student deficiencies was distributed to…

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)

Texas Assessment of Basic Skills tests are criterion-referenced measures administered to students in grades 3, 5, and 9. Written compositions are part of the test battery and are scored holistically. The Texas approach to measuring written composition consists of elements including magnitude, scoring system, and effect on instruction. (DWH)

The Maryland Functional Writing Program is designed to increase student performance in writing through improved instructional and assessment procedures. The Declared Competencies Index lists two writing goals supported by 39 objectives. A combination of direct and indirect writing assessment is used. (DWH)

Practices identified by experts as critical variables in eliciting writing samples were checked against 12 randomly selected studies using holistic ratings to derive descriptions of inferential statistical results for described samples. The studies often lacked precise information about these variables, limiting understanding of writing evaluation…