Abstract
Abstract: Information generated by large-scale writing assessment holistic scores should serve as indicators for decision makers. But to what extent do holistic scores represent the different writing components? Based on a sample of written essays by 3,107 13- and 16-year-old Canadian students, analyses show that six writing components are related to the holistic score and the relationships do not vary based on language (essays written in English versus essays written in French). Results allow for a discussion of the interpretations of holistic scores in the context of writing assessments.
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