Holistic vs. Analytic Scoring between Expository and Narrative Genres: Does the Assessment Type Matter?

https://doi.org/10.32996/ijllt.2021.4.1.21

Authors

  • Sahail M. Asassfeh Professor, Department of Curriculum & Instruction, College of Educational Sciences, The Hashemite University, Jordan

Keywords:

Holistic scoring, analytic scoring, EFL assessment

Abstract

 

The unprecedented emphasis on EFL students' development of their writing skills has invited researchers and EFL instructors to look for the most effective methods of teaching writing and assessing it. Within this context, two main dominant assessment types have been used by EFL writing instructors: holistic and analytic scoring with ambiguous research findings about the use of each. Moreover, ambiguity has also been surrounding variability in raters' scoring across genre types. This study aims at uncovering the difference between using the two scoring schemes across two genres in EFL writing: expository and narrative. Two texts each representing a genre type from 10th grade EFL writers' compositions were presented to a sample of 90 in-service EFL teachers for holistic scoring. Two months later, the same texts were presented to the same teachers for analytic scoring in order to compare between the grades assigned in each round for arriving at results. Results suggest significant differences between the scores obtained according to the grading method. Also, narrative essays received higher scores in both assessment types. These results are discussed, and recommendations are derived.

Downloads

Download data is not yet available.
Dimensions

Published

2021-01-30

How to Cite

Asassfeh , S. M. . (2021). Holistic vs. Analytic Scoring between Expository and Narrative Genres: Does the Assessment Type Matter?. International Journal of Linguistics, Literature and Translation, 4(1), 215-220. https://doi.org/10.32996/ijllt.2021.4.1.21