The Use of Holistic versus Analytic Scoring for Large-Scale Assessment of Writing

Authors

  • Darryl M. Hunter University of Saskatchewan Saskatoon, Saskatchewan
  • Richard M. Jones Saskatchewan Department of Education Regina, Saskatchewan
  • Bikkar S. Randhawa Education Quality and Accountability Office Toronto, Ontario

DOI:

https://doi.org/10.3138/cjpe.11.003

Abstract

This article discusses a variety of issues associated with the use of holistic and analytic scoring methods in large-scale student assessments. The article reviews the education literature on the subject, describes the results of a recent Saskatchewan study comparing the results of the two scoring approaches, and discusses some of the study’s implications for future large-scale assessments.

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Published

1996-09-01

How to Cite

Hunter, D. M., Jones, R. M., & Randhawa, B. S. (1996). The Use of Holistic versus Analytic Scoring for Large-Scale Assessment of Writing. Canadian Journal of Program Evaluation, 11(2), 61–86. https://doi.org/10.3138/cjpe.11.003

Issue

Vol. 11 No. 2 (1996): Fall

Section

Articles

License

Copyright (c) 1996 Darryl M. Hunter, Richard M. Jones, Bikkar S. Randhawa

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