Abstract
This paper investigates the performance of holistic and analytic scoring rubrics in the context of EFL writing. Specifically, the paper compares EFL students’ scores on a writing task using holistic and analytic scoring rubrics. The data for the study was collected from 30 participants attending an English undergraduate program in a Yemeni university. The authors used psychometric statistics (Inter-rater Agreement, Intra-Class Correlation, t-test and ANOVA) to compare the performance of the students on the two rubrics in accurately diagnosing students’ strengths and weaknesses and placing them along a continuum of foreign language writing proficiency. The raters of the writing samples included three experienced instructors working at the same department. The results of correlating the students and raters’ holistic and analytic scores and of examining the variations among the correlations provide evidence for the reliability and validity of both rubrics. Analytic scoring rubrics, however, placed the examinees along a more clearly defined scale of writing ability, and are, therefore, more reliable than holistic scoring rubric instruments for evaluating EFL writing for achievement purposes than holistic scoring rubric.
Highlights
This paper investigates the performance of holistic and analytic scoring rubrics in the context of EFL writing
A t-test was used to examine if there was a significant difference between the means of the two scoring rubrics, and Analysis of Variance was conducted to examine if there were any significant differences between the three raters’ scoring decisions for each of the two scoring rubrics
A t-test was performed to examine if there was a significant difference between the means of the two scoring rubrics, holistic and analytic
Summary
This paper investigates the performance of holistic and analytic scoring rubrics in the context of EFL writing. The paper compares EFL students’ scores on a writing task using holistic and analytic scoring rubrics. The decisions about writing competence that are derived from one scoring method do not always, and do not necessarily, comply with decisions from another scoring method These scoring systems are very important because they are used to classify test takers and, make high-stakes decisions that define the course of their lives. Each of the 45 English courses involves a mid-term test and a final exam—a total of 90 achievement tests overall Passing these achievement tests and exiting the program rests mainly on the students’ writing ability. The improvement of the ability to write in English is, one of the objectives of the program of instruction
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