Types of Scoring

c. Types of Scoring

The scoring of authentic material should always be defined before exercises and assessment procedures are developed. There are three types of rating scales generally used in scoring writing: holistic, primary trait, and analytic scoring. Each of them has different purpose and focus in instruction and will provide The scoring of authentic material should always be defined before exercises and assessment procedures are developed. There are three types of rating scales generally used in scoring writing: holistic, primary trait, and analytic scoring. Each of them has different purpose and focus in instruction and will provide

1) Holistic scoring Holistic scoring uses a variety of criteria to produce a single score. The holistic scoring system uses the total quality of written text is more than a sum of its component. Writing is viewed as an integrated whole (O’Malley and Pierce, 1996: 142). Brown also states that each point on a holistic scale is given a systematic set of descriptor, and the reader evaluator matches an overall impression with the descriptors to arrive the score. Descriptors usually (but no always) follow a prescribed pattern (2004: 242). In general teachers and test designers lean toward holistic scoring only when they use for administrative purpose, while for classroom activity, holistic scoring provides very little information.

According to O’Malley and Pierce (1996: 142), the elements of holistic scoring contains four dimensions, they are:

a) Idea development/organization: focuses on central idea with appropriate elaboration and conclusion.

b) Fluency/structure: appropriate verb tense used with a variety of grammatical and syntactic structures.

c) Word choice: uses varied and precise vocabulary appropriate for purpose.

d) Mechanics: absence of errors in spelling, capitalization, and punctuation.

A second method of scoring is primary trait. It focuses on how well students can write within a narrowly defined range of discourse (Weigie, in Brown, 2004: 242). In means that this type of scoring emphasizes only on one goal of writing task for example the purpose of writing task is to persuade the readers to do something so the score for writing is only focused on its functions. The score will rise or fall on the accomplishment of the “persuade” function and will ignore to other feature. The advantage of this scoring allows both writer and evaluator focus on function.

3) Analytic scoring Analytic scoring separates the features of a composition into components that are each scored separately (O’Malley and Pierce, 1996: 144). For classroom writing task and evaluation of learning is best served through this scoring, in which all writing elements are scored. This scoring enables students to learn the weaknesses and to capitalize on strength. The point value for each element is not same. The differences are based on the emphasis of the goal and students’ need. Jacobs in Brown (2004: 246) suggests the point value in analytic scoring as follows:

a) Organization

b) Content 30

c) Grammar 25

d) Mechanics

e) Vocabulary

20 Total

The explanation for writing element in analytic scoring can be seen on the

Part 54321

Organizati on Introducti on, body, and conclusi on

Appropriate title, effective introductor y paragraph, topic is stated, leads to body; transitional expression used; arrangemen t of material shows plan (could be outlined by reader); supporting evidence given for generalizati on; conclusion logical and complete.

Adequate title, introduction and conclusion; body of essay is acceptable, but some evidence may be lacking, some ideas aren’t fully developed; sequence is logical but transitional expression may be absent or misused

Mediocre or scan introduction or conclusion; problem with the order of ideas in body; the generalizatio ns may not fully supported by evidence given; problem of organization interfere

Shaky or minimally recognizable introduction; organization can barely seen; severe problems with ordering of ideas; lack of supporting evidence; conclusion weak or illogical; inadequate effort at organization

Absence of introduction or conclusion; no apparent organization of body; severe lack of supporting evidence; writer has not made any effort to organize the composition (could not be outlined by reader)

Logical developm ent of ideas, content.

Essay addresses the assigned topic; the ideas are concrete and thoroughly developed; no extraneous material; essay reflects thought

Essay addresses the issues but misses some points; ideas could be more fully developed; some extraneous material is present

Development of ideas not complete or essay is somewhat off the topic; paragraphs aren’t divided exactly right

Ideas incomplete; essay doesn’t reflect careful thinking or was hurriedly written; inadequate effort in area of content

Essay is completely inadequate and doesn’t reflect college-level work; no apparent effort to consider the topiccarefull y

Grammar Native-like fluency in English grammar: correct use of relative clauses,

Advanced proficiency in English grammar; some grammar problems

Ideas are getting through to the reader, but grammar problems are apparent and

Numerous serious grammar problems interfere with communicati on of the

Severe grammar problems interfere greatly with the message, reader can’t Severe grammar problems interfere greatly with the message, reader can’t

communicati on, although the reader is aware of them; no fragments or run-on sentences

effect on communicati on; run-on sentences or fragments present

grammar review of some areas clearly needed; difficult to read sentences

writer was trying to say; unintelligible sentence structure

Punctuatio n, spelling, and mechanics

Correct use of English writing s or conventions : left and right margins, all needed capitals paragraphs indented, punctuation and spelling; very neat.

Some problems with writing convention or punctuation; occasional spelling errors; left margin correct; paper is neat and legible

Uses general writing conventions but has errors; spelling problems distract reader; punctuation errors interfere with ideas

Serious problems with format of paper, parts of essay not legible; errors in sentence punctuation and final punctuation; unacceptable to educated readers.

Complete disregard for English writing conventions; paper illegible; obvious capitals missing, no margins, severe spelling problems

5 Style and quality of expression (vocabular y)

Precise vocabulary usage; use of parallel structures; concise; register good

Attempts variety; good vocabulary; not wordy; register OK; style fairly concise

Some vocabularies misused; lacks awareness of register; may

be too wordy

Poor expression of ideas; problems in vocabulary; lack variety of structure

Inappropriate use of vocabulary; no concept of register or sentence variety

In analytic scoring, scores in five elements will help to call the students’ and teachers’ attention to areas of needed improvement. For students, it provides feedback on specific aspect of their writing, while for teachers; it gives diagnostic information for planning the following instruction.