Writing evaluation: what can analytic versus holistic essay scoring tell us?

Abstract

Two important issues in essay evaluation are choice of an appropriate rating scale and setting up criteria based on the purpose of the evaluation. Research has shown that reliable and valid information gained from both analytic and holistic scoring instruments can tell teachers much about their students’ proficiency levels. However, it is claimed that the purpose of the essay task, whether for diagnosis, development or promotion, is significant in deciding which scale is chosen. Revisiting the value of these scales is necessary for teachers to continue to be aware of their relevance. This article reports a study carried out on a sample of final exam essays written by L1 Arabic non-native students of English attending the Freshman English I course in the English as a Foreign Language (EFL) program at the Lebanese American University. Specifically, it aims to find out what analytic and holistic scoring using one evaluation instrument, the English as a Second Language (ESL) Composition Profile (Jacobs et al., 1981. Testing ESL Composition: A Practical Approach. Newbury House, Rowley, MA), can tell teachers about their students’ essay proficiency on which to base promotional decisions. Findings indicate that the EFL program would benefit from more analytic measures.