Abstract
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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
