ERIC Number: ED427080
Record Type: RIE
Publication Date: 1998-Oct
Alternative Approaches to Scoring: The Effects of Using Different Scoring Methods on the Validity of Scores from a Performance Assessment. CSE Technical Report 488.
Waltman, Kristie; Kahn, Andrea; Koency, Gina
The degree to which modifications to the format of the scoring rubric and the associated training procedures affect the technical quality of the resulting scores was studied, and the perceived utility of each scoring method for influencing a teacher's instructional decisions positively was investigated. Two different methods were used to score responses to six middle-school science performance tasks completed by 100 to 200 students. Although both types of scoring could be characterized as focused holistic, the format and training associated with how the scoring criteria are presented and used by rates were modified to create two different methods: focused holistic (F-H) and analytic impression (A-I). Evidence form the study suggests that the F-H and A-I methods are not equally preferable for making decisions about individual students or groups of students. However, the rates were overwhelmingly in favor of the A-I method for obtaining useful information to improve instruction. Appendixes contain the scoring rubrics for problem-solving and explanation performance tasks. (Contains 10 tables, 5 figures, and 5 references.) (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; California Univ., Los Angeles. Center for the Study of Evaluation.