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Relevant bibliographies by topics / Holistic scoring

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Academic literature on the topic 'Holistic scoring'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Holistic scoring"

1

Hamp-Lyons, Liz. "Farewell to Holistic Scoring?" Assessing Writing 27 (January 2016): A1—A2. http://dx.doi.org/10.1016/j.asw.2015.12.002.

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Holt, Dennis. "Holistic Scoring in Many Disciplines." College Teaching 41, no. 2 (1993): 71–74. http://dx.doi.org/10.1080/87567555.1993.10532251.

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Paulis, Chris. "Holistic Scoring: A Revision Strategy." Clearing House: A Journal of Educational Strategies, Issues and Ideas 59, no. 2 (1985): 57–60. http://dx.doi.org/10.1080/00098655.1985.9955604.

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Metruk, Rastislav. "COMPARING HOLISTIC AND ANALYTIC WAYS OF SCORING IN THE ASSESSMENT OF SPEAKING SKILLS." Journal of Teaching English for Specific and Academic Purposes 6, no. 1 (2018): 179. http://dx.doi.org/10.22190/jtesap1801179m.

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of testing oral performance are usually applied: holistic and analytic scoring. In the present study, these two ways of evaluating the spoken proficiency are explored in order to examine the relationship between them. English speaking skills of a total of 50 subjects, who are Slovak university EFL (English as a foreign language) students, were assessed by an interlocutor and an assessor. The interlocutor conducted the holistic scoring, while the assessor performed the analytic scoring. Categories within the analytic scoring consisted of content and organisation, pronunciation, vocabulary, and grammar. The overall average for the four criteria was 3.32, while the holistic scoring mean was 3.56. The results demonstrate that there exists a statistically significant difference between the holistic and analytic ways of assessment as the p-value was calculated at 0.001 (p < 0.05). It is, therefore, suggested that employing both ways of scoring in the assessment process might be considered appropriate as they appear to complement each other, and together contribute towards more objective assessment.

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Hegedűs, Anita. "Approaches to Scoring Translation in the PROFEX EMP Exam." Acta Medica Marisiensis 59, no. 2 (2013): 104–6. http://dx.doi.org/10.2478/amma-2013-0025.

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AbstractIntroduction: This paper undertakes to investigate the connection between two approaches to scoring translation by examining 115 test papers of the translation component of the C1 level PROFEX English for Medical Purposes (EMP) exam. The main objective of the study is to reveal whether, and to what extent, the method of assessment influences the score.Material and method: The test papers were scored independently by two experienced raters according to the marking scale of the PROFEX EMP exam, then holistic scoring was carried out by a third rater, who was uninformed of the official scores for the test papers. Correlations were calculated, first between the holistic scores and the official scores based on the combined holistic and discrete point approach, then between other components of the written part of PROFEX EMP exam (reading comprehension and writing) and the holistic scores and the scores reached with the combined method, respectively.Results: A strong correlation has been revealed between the scores achieved by the purely holistic method and those assessed with the combined holistic and discrete point approach. The holistic method was shown to be slightly more reliable than the combined approach.Conclusion: The study has revealed that the method of assessment does not significantly influence the score in the evaluation of translation in the PROFEX EMP exam.

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Hamp-Lyons, Liz. "Rating Nonnative Writing: The Trouble with Holistic Scoring." TESOL Quarterly 29, no. 4 (1995): 759. http://dx.doi.org/10.2307/3588173.

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Mitchell, Karen, and Judy Anderson. "Reliability of Holistic Scoring for the MCAT Essay." Educational and Psychological Measurement 46, no. 3 (1986): 771–75. http://dx.doi.org/10.1177/0013164486463035.

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Klein, Stephen P., Brian M. Stecher, Richard J. Shavelson, et al. "Analytic Versus Holistic Scoring of Science Performance Tasks." Applied Measurement in Education 11, no. 2 (1998): 121–37. http://dx.doi.org/10.1207/s15324818ame1102_1.

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Rodgers, M. L. "How Holistic Scoring Kept Writing Alive in Chemistry." College Teaching 43, no. 1 (1995): 19–22. http://dx.doi.org/10.1080/87567555.1995.9925504.

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Yao, Xue Mei. "Automated Essay Scoring: A Comparative Study." Applied Mechanics and Materials 274 (January 2013): 650–53. http://dx.doi.org/10.4028/www.scientific.net/amm.274.650.

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Automated essay scoring has been the focus of a cross-disciplinary study of computer science and English instruction. In this study, an experiment was conducted to testify the validity and reliability of E-grading Device and to check out whether the holistic score generated from combining computer and human score is a better solution to automated essay scoring system. The conclusion is that e-evaluation systems are valid and reliable basically, and e-evaluation and human evaluation should be combined together to generate holistic scores.

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Dissertations / Theses on the topic "Holistic scoring"

1

Froc, Myra. "Holistic scoring, french immersion teachers experiencing change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0003/MQ30472.pdf.

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Millett, Ronald. "Holistic Scoring of ESL Essays Using Linguistic Maturity Attributes." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/762.

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Automated scoring of essays has been a research topic for some time in computational linguistics studies. Only recently have the particular challenges of automatic holistic scoring of ESL essays with their high grammatical, spelling and other error rates been a topic of research. This thesis evaluates the effectiveness of using statistical measures of linguistic maturity to predict holistic scores for ESL essays using several techniques. Selected linguistic attributes include parts of speech, part-of-speech patterns, vocabulary density, and sentence and essay lengths. Using customized algorithms based on multivariable regression analysis as well as memory-based machine learning, holistic scores were predicted on test essays within ±1.0 of the scoring level of human judges' scores successfully an average of 90% of the time. This level of prediction is an improvement over a 66% prediction level attained in a previous study using customized algorithms.

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Millett, Ronald P. "Automatic holistic scoring of ESL essays using linguistic maturity attributes /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1507.pdf.

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Farmer, Lisa. "A STUDY OF AN ATTEMPT TO IMPROVE THE RELIABILITY OF TEACHERS' HOLISTIC SCORES OF ELEMENTARY WRITING THROUGH IN-HOUSE PROFESS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2455.

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This study evaluated the effectiveness of a school-based training that attempted to improve the reliability of holistic scores teachers assigned to the writings of elementary school students. Seventeen teachers at one suburban elementary school located in the Southeastern United States participated in three training sessions that allowed for scoring practice and group discussions. The trainers, or presenters, were "faculty-experts." A comparison of scores the participants assigned to students' writings before and after the training was conducted. The analyses included t-tests that compared the participants' mean scores to the scores assigned by raters from the state, a within-group analysis of reliability as measured by Cronbach's Alpha, and percentage agreement analyses. The results suggested that the in-house training activities promoted higher inter-rater reliability of scores assigned to students' writings by the teachers in this study. This study also compared teachers identified as being highly confident writers with teachers who reported low levels of self-confidence related to writing. Prior to the training, the highly confident teachers' scores tended to be lower than the state scores and the scores assigned by their less confident peers. During group discussions, however, the "high-confidence" group was just as likely to change their scores to a higher level as to a lower level, and by the end of the training, both groups demonstrated more consistent score patterns.<br>Ed.D.<br>Department of Teaching and Learning Principles<br>Education<br>Curriculum and Instruction EdD

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Östlund-Stjärnegårdh, Eva. "Godkänd i svenska? : Bedömning och analys av gymnasieelevers texter." Doctoral thesis, Uppsala universitet, Institutionen för nordiska språk, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-1967.

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This thesis deals with the assessment of school texts by students in Swedish upper-secondary school or in the corresponding adult education and concentrates on what differs between the grades Pass and Fail. The 60 texts used in the survey come from the 1997 archives of the national test construction group. A questionnaire to teachers asks what criteria are most important when distinguishing between Pass and Fail. The five criteria pointed out are Holistic scoring, Relevant content, The connecting thought, Sentence structure and How the student has followed the instructions. The most salient result regarding grades is the difference between grades from the students’ own teachers and from the independent assessors. Ten texts have received a Fail from the student’s own teacher, but as many as 35 get an average Fail from three assessors. There is variation in assessment, but 18 Fail texts and 18 Pass texts get a unanimous grade. Quantitative analyses of the 60 texts show a definite correlation between grade and number of words. However, the Fail-groups among narrative, expository and argumentative texts contain both the shortest and the longest texts. School texts are longer now than thirty years ago, especially texts with low grades. Sentences and words have become shorter. Coherence is investigated by a method of reference cohesion. No clear difference between Pass and Fail texts can be found, but between types of essay topics. Also important is the organization of the text and its paragraphs, a factor which separates Fail and Pass texts. Various aspects of sentence structure show better results in the Pass texts. The thesis is concluded with a commentary on the demands of the last compulsory course in Swedish. The needed level is argued to be the ability to write for an unknown reader.

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Hooten, Regina. "The Effects of Handwriting, Spelling, and T-Units on Holistic Scoring with Implications for Dysgraphia." Thesis, 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7417.

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This study examined the relationship of holistic scoring with handwriting legibility, spelling accuracy and number of T-units within compositions written by children in grades 3 through 6 using path analysis. A sample of 223 compositions was rated for handwriting legibility and composition quality, and coded for number of T-units and percentage of accurately spelled words. Number of T-units was consistently the strongest predictor of holistic scoring across the four grade levels. Handwriting legibility and spelling accuracy yielded varying results in different grade levels.

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Scott, Sybil. "Nonverbal behaviour in the process of the therapeutic interview : an ecosystemic perspective." Diss., 1996. http://hdl.handle.net/10500/17701.

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Communication can be divied into two broad areas namely, the verbal and nonverbal levels. While attention has been paid to nonverbal communication in the literature, few studies address the nonverbal communication that takes place in the natural setting of a therapeutic session. The present study provides such a naturalistic study, where the verbal content of actual therapy sessions are integrated with the nonverbal content to yield a holistic view of the session. An ecosystemic epistemology is adopted in this study, and represents a move away from more traditional approaches to nonverbal behaviour which are largely confined to a positivistic framework of thought and design. Symlog Interaction Scoring is employed as a practical method of assisting observers in distinguishing nonverbal behaviours, which are usually perceived unconsciously, and lifting them into consciousness, allowing this infonnation to be integrated with the meanings and hypotheses generated during therapy. By deliberately including descriptions of nonverbal behaviour, the descriptions of therapy were broadened, thereby providing a more holistic approach to therapy.<br>Psychology<br>M.A. (Clinical Psychology)

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Books on the topic "Holistic scoring"

1

Elements of Writing - Holistic Scoring - Prompts and Models. Holt, Rinehart & Winston, 2000.

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2

M, Williamson Michael, and Huot Brian A, eds. Validating holistic scoring for writing assessment: Theoretical and empirical foundations. Hampton Press, 1993.

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Haswell, Richard, and Norbert Elliot. Early Holistic Scoring of Writing: A Theory, a History, a Reflection. University Press of Colorado, 2019.

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4

Wolcott, Willa Buckley. Perspectives on holistic scoring: The impact of monitoring on writing evaluation. 1989.

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5

(Editor), Michael M. Williamson, and Brian A. Huot (Editor), eds. Validating Holistic Scoring for Writing Assessment: Theoretical and Empirical Foundations (Written Language). Hampton Press, 1993.

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(Editor), Michael M. Williamson, and Brian A. Huot (Editor), eds. Validating Holistic Scoring for Writing Assessment: Theoretical and Empirical Foundations (Written Language). Hampton Pr, 1992.

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7

Farr, Roger. Integrated Performance Assessment: Holistic Scoring Workshop (Level C, Grade 8, Macintosh Computer). Holt, Rinehart and Winston, 1997.

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8

Sakyyi, Alfred A. A study of the holistic scoring behaviours of experienced and novice ESL instructors. 2003.

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Elements of Writing First Course Revised Edition: Holistic Scoring, Prompts and Models (Elements of Writing First Course Revised Edition). Holt, Rinehart and Winston, 1998.

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10

11 Strategies for Academic Success: A comprehensive guide to scoring good grades whilst embracing a holistic university life experience. CreateSpace Independent Publishing Platform, 2016.

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Book chapters on the topic "Holistic scoring"

1

Cushing, Sara T., and Rurik Tywoniw. "Validating a Holistic Rubric for Scoring Short Answer Reading Questions." In Another Generation of Fundamental Considerations in Language Assessment. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8952-2_8.

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Roszkowska, Ewa, Tomasz Wachowicz, and Gregory Kersten. "Can the Holistic Preference Elicitation be Used to Determine an Accurate Negotiation Offer Scoring System? A Comparison of Direct Rating and UTASTAR Techniques." In Lecture Notes in Business Information Processing. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63546-0_15.

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"Holistic Scoring and Great Britain, 1936–1949." In Early Holistic Scoring of Writing: A Theory, a History, a Reflection. Utah State University Press, 2019. http://dx.doi.org/10.7330/9781607329121.c003.

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"Great Britain and the Rejection of Holistic Scoring, 1949–1988." In Early Holistic Scoring of Writing: A Theory, a History, a Reflection. Utah State University Press, 2019. http://dx.doi.org/10.7330/9781607329121.c004.

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"Glossary: Technical Terms Connected with Early Holistic Scoring of Writing." In Early Holistic Scoring of Writing: A Theory, a History, a Reflection. Utah State University Press, 2019. http://dx.doi.org/10.7330/9781607329121.c011.

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"Paul B. Diederich and AP Holistic Scoring in the United States, 1954–1980." In Early Holistic Scoring of Writing: A Theory, a History, a Reflection. Utah State University Press, 2019. http://dx.doi.org/10.7330/9781607329121.c005.

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"Introduction." In Early Holistic Scoring of Writing: A Theory, a History, a Reflection. Utah State University Press, 2019. http://dx.doi.org/10.7330/9781607329121.c000.

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"Nine Maps." In Early Holistic Scoring of Writing: A Theory, a History, a Reflection. Utah State University Press, 2019. http://dx.doi.org/10.7330/9781607329121.c001.

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"Two Premises." In Early Holistic Scoring of Writing: A Theory, a History, a Reflection. Utah State University Press, 2019. http://dx.doi.org/10.7330/9781607329121.c002.

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"Osmond E. Palmer, Fred I. Godshalk, and the ECT, 1960–1972." In Early Holistic Scoring of Writing: A Theory, a History, a Reflection. Utah State University Press, 2019. http://dx.doi.org/10.7330/9781607329121.c006.

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Conference papers on the topic "Holistic scoring"

1

Sangganjanavanish, Jindaporn. "INVESTIGATING THE RELATIONSHIP OF ANALYTIC SCORING CRITERIA TO THE HOLISTIC ASSESSMENT OF SPEAKING PERFORMANCE." In 51st International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.051.037.

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Nelson, Jacob T., Alexander R. Murphy, Julie S. Linsey, Matt R. Bohm, and Robert L. Nagel. "A Function-Based Scoring Method for Evaluating Student Mental Models of Systems." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86253.

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Mental models are loosely-defined constructs people form to reason and make predictions about their surroundings. These models are an important aspect of systems thinking for engineers, a concept that emphasizes holistic thinking when working with complex systems which is increasingly important in multiple engineering disciplines. Methods to evaluate systems thinking and mental models of systems traditionally rely on questionnaires, or detailed interactive simulations of specific processes. This work presents a method based on functional modules for evaluating student responses to an instrument based on Lawson’s bicycle problem, intended to elicit students’ mental models of two systems. Students were given a simple outline of the two systems, a hair dryer and a car radiator, and were prompted to fill and label the components required for the system to fulfil the functionality described. This was done in two sessions, once before learning functional modeling, and once after, to utilize the method of scoring to evaluate any changes in their mental models due to exposure to functional modeling. The scoring method identifies common functional modules between two systems using Module Heuristics, and then identifies students’ recognition of those modules. This allows a direct comparison of the functional similarity between the two systems identified by the students and can capture a wider variety of correct answers than simply counting the components a student provides.

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Chun, Lin, and Xiao Yunnan. "A Study on Rater Reliability Under Holistic and Analytic Scoring of CEPT Writing by Using Generalizability Theory and Many-facet Rasch Model." In Proceedings of the 4th International Conference on Economics, Management, Law and Education (EMLE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/emle-18.2018.201.

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Arredondo-Hidalgo, María Guadalupe, and Diana del Consuelo Caldera González. "THE PORTFOLIO OF EVIDENCE IN THE COMPETENCY-BASED EDUCATIONAL MODEL OF THE UNIVERSITY OF GUANAJUATO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end036.

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In a teaching-learning process, it is essential that the evaluation is summative and formative, from an analytical and holistic basis so that the process is comprehensive and integrates the work that the student has developed throughout the course, for example, a portfolio of evidence. Van der Schaaf and Stokking (2008) state that a portfolio of evidence integrates elements that must be related to each other, in order to be considered valid and reliable to evaluate the teaching-learning process, the elements are: a) the teacher model, b) the task model, c) the scoring model and d) the interpretation model. The objective of this research is to analyze the use of the portfolio of evidence as an evaluation tool within the teaching-learning process, for the Competency-Based Educational Model of the University of Guanajuato. This is a quantitative research with descriptive scope. A 22-item questionnaire was used considering the instrument developed by Romero and Crisol (2011) called "Opinion, satisfaction, usefulness and feelings of students about the use of the portfolio in learning and self-evaluation". The instrument was applied to a sample of 183 students of the Bachelor's Degree in International Commerce of the Economic-Administrative Sciences Division of the University of Guanajuato, distributed in four different Learning Units. The results indicate that students consider important the use of the portfolio of evidence as part of their teaching-learning process. In the part of satisfaction, usefulness and feelings, the students consider that the use of the portfolio is very important as a pertinent and adequate tool, and it is considered useful for learning, since besides serving as reinforcement, it implies a free and creative exercise. As conclusions of the study, the importance of the portfolio of evidence as a method of evaluation in accordance with the Educational Model by Competencies of the University of Guanajuato, which has also been well received at least by the sample of this study, is manifested. As future lines of research, it is expected to expand the sample to other careers and learning units to verify the applicability of the results of the study.

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