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ERIC Number: ED349830
Record Type: RIE
Publication Date: 1992-Aug
Pages: 52
Abstractor: N/A
Reference Count: N/A
Holistic Writing Assessment of LEP Students.
Hamp-Lyons, Liz
This paper argues for a direct, holistic assessment of writing of limited-English-proficient (LEP) students. Holistic writing assessment is the term used for tests that evaluate writing wholly through the production of writing. A holistic writing assessment has at least the following five characteristics: each individual taking the assessment must actually write at least one piece of continuous text of 100 words or more; the reader is provided a prompt and is given considerable room in which to respond to the prompt; every text is read by at least two or more reader-judges who have been through training for scoring of writing in that context. The judgments made by readers are tied in some way to some common yardstick, such as a set of sample essays, or one of several rating scales and the readers' responses to the writing are expressed as a number or numbers of some kind, instead of or in addition to written or verbal comments. Further information is provided on the use of holistic writing assessment and on scoring methods for holistic writing assessment methods. Responses to the paper by Denise McKeon and Joy Kreeft Peyton are appended. (VWL)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: In: Focus on Evaluation and Measurement. Volumes 1 and 2 Proceedings of the National Research Symposium on Limited English Proficient Student Issues (2nd, Washington, DC, September 4-6, 1991); see FL 020 630.