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…

This study examined the reliability of holistic scoring for a sample of essays written during the Spring 1985 MCAT administration. Analysis of variance techniques was used to estimate the reliability of scoring and to partition score variance into that due to level differences between papers and to context-specific factors. (Author/LMO)

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)

This newsletter contains 32 abstracts of approximately 1000 words each of papers presented at the 1988 conference of the National Testing Network in Writing. Abstracts, listed with their authors, include "Instructional Directions from Large Scale K-12 Writing Assessments" (C. Chew); "Portfolio Assessment across the Curriculum: Early Conflicts" (C.…

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 effect of context on the scoring of essays was examined by arranging that the scoring of the criterion essay would be preceded either by five superior essays or by five inferior essays. The contrast in essay quality had the hypothesized effect. Other effects were not significant. (CTM)

To help school districts comply with basic skills legislation, the California State Department of Education developed sample writing exercises and scoring guides. The exercises were modeled after Kinneavy's three categories of discourse: expressive--writer oriented; explanatory--subject oriented; and persuasive--audience oriented. The minimum…

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)

Examines the relative effects on holistic scores given to college students' expository essays of three types of variables--essay, reader, and environment. (HOD)

Ratings of student performance for two essay questions rendered by professors of English and by professors in other disciplines were compared for reliability and concurrent validity. It was concluded that the reliability and validity of the ratings of the two groups were nearly comparable. (Author/BW)

Impromptu writing on tests is a useful way to evaluate student comprehension and encourage students to use critical thinking skills. Students' performance on essay tests can improve, and teachers' time required for grading can decrease through the use of an adapted holistic grading scale that clearly states expectations. First, a carefully written…

The role of sample papers (i.e., anchor papers, prototypes, range-finders) in holistic evaluation of writing is discussed. When, where, and how many sample papers are to be selected, and who should perform the selection are covered. The process of sample selection should proceed as follows: (1) a general reading of papers by committee members to…

This paper assessed the relationships among holistic writing ability, the Test of Standard Written English, and four tests of organizational ability. Findings showed a significant correlation between writing ability and the tests. It was concluded that tests assessing organizational strategies ought to be included in assessments of writing…

The methodology and results of a study of 6th graders' writing and spelling abilities are described, in addition to the advantages and disadvantages of holistic and primary trait scoring procedures. An effective way of providing useable evaluation information to prinicipals and teachers is included. (RL)

The utility of computer analysis in the assessment of written products was studied using the WordMAP software package. Data were collected for 92 college freshmen, using: (1) the Test of Standard Written English (TSWE); (2) the English Composition Test of the College Board; (3) verbal and mathematical Scholastic Aptitude Tests; (4) two narrative…