The Effect of Scoring Order on the Independence of Holistic and Analytic Scores

Nancy R Singer; Paul LeMahieu

The Effect of Scoring Order on the Independence of Holistic and Analytic Scores

Nancy R Singer
, Paul LeMahieu

University of Missouri-St. Louis

Research output: Contribution to journal › Article › peer-review

Abstract

This research explores the matter of independence of scores and the effects of scoring order upon those judgments, affirming that when readers will be asked to score both ways, holistic scoring should precede analytic scoring. It also suggests interesting insights into the cognitive processes engaged by scorers as they score holistically and analytically.

Original language	American English
Journal	Journal of Writing Assessment
Volume	4
State	Published - 2010

Disciplines

Education

Cite this

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title = "The Effect of Scoring Order on the Independence of Holistic and Analytic Scores",

abstract = " This research explores the matter of independence of scores and the effects of scoring order upon those judgments, affirming that when readers will be asked to score both ways, holistic scoring should precede analytic scoring. It also suggests interesting insights into the cognitive processes engaged by scorers as they score holistically and analytically. ",

author = "Singer, \{Nancy R\} and Paul LeMahieu",

note = "As a practical matter, instructional interests coupled with economic or logistic concerns often dictate that both types of scores be obtained in a single common scoring session. A recent survey of state writing assessment systems in the United States (National Writing Project [NWP], 2008b) shows that 46 of the 50 states have direct writing assessments.",

year = "2010",

language = "American English",

volume = "4",

journal = "Journal of Writing Assessment",

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T1 - The Effect of Scoring Order on the Independence of Holistic and Analytic Scores

AU - Singer, Nancy R

AU - LeMahieu, Paul

N1 - As a practical matter, instructional interests coupled with economic or logistic concerns often dictate that both types of scores be obtained in a single common scoring session. A recent survey of state writing assessment systems in the United States (National Writing Project [NWP], 2008b) shows that 46 of the 50 states have direct writing assessments.

PY - 2010

Y1 - 2010

N2 - This research explores the matter of independence of scores and the effects of scoring order upon those judgments, affirming that when readers will be asked to score both ways, holistic scoring should precede analytic scoring. It also suggests interesting insights into the cognitive processes engaged by scorers as they score holistically and analytically.

AB - This research explores the matter of independence of scores and the effects of scoring order upon those judgments, affirming that when readers will be asked to score both ways, holistic scoring should precede analytic scoring. It also suggests interesting insights into the cognitive processes engaged by scorers as they score holistically and analytically.

UR - https://www.nwp.org/cs/public/print/resource/3905

M3 - Article

VL - 4

JO - Journal of Writing Assessment

JF - Journal of Writing Assessment

ER -

The Effect of Scoring Order on the Independence of Holistic and Analytic Scores

Abstract

Disciplines

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Cite this