HOLISTIC SCORING (CSU-EPT)
by Gloria Floren

WHAT IS HOLISTIC SCORING?

The holistic scoring method of assessing writing is based on the theory that a whole piece of writing is greater than the sum of its parts. In holistic scoring, the evaluation of a piece of writing, usually an essay, is based on the overall impression it creates rather than for individual aspects of the content or writing style or mechanics. Each written work is read by two readers, who provide separate, independent judgments on the overall quality of the writing based on a rubric or set of criteria specified for the particular program or test situation. The criteria typically include the elements of organization, development of ideas, style, mechanics, diction, and usage, but readers do not judge each of these elements separately.   Holistic scoring is the opposite of primary trait scoring in this regard.

Most holistic scoring programs, such as the one at the Educational Testing Service (ETS), have published scoring criteria, which are applied consistently across scoring sessions. The readers, chosen generally among professionals who teach writing, set the standards at the outset of the scoring session through discussion of a specific set of papers.  For the essays to be scored fairly and consistently, readers must be able and willing to adjust to their personal standards of evaluation to those set for the particular testing program. This is the reason for the practice session which precedes the main scoring session; during the practice, readers set and get accustomed to a set of standards by scoring a range of responses to a particular test.  Experienced holistic scorers are available to provide support and additional training as needed throughout the scoring process.  (See the ETS Website on holistic scoring at <http://www.ets.org/holistic.html>. )

CSU-EPT SCORING GUIDE
(areas related to development and specificity in bold)

This scoring guide is used by the California State University (CSU) faculty who score the student essays written for the English Placement Test  (EPT) using a holistic scoring method.  Additionally, it is used for portfolio review and assessment in the GEW course (equivalent to English 100) at CSU San Marcos.

Score of 6: Superior.  A 6 essay is superior writing, but may have minor flaws. An essay in this category:

• addresses the topic clearly and responds effectively to all aspects of the task
• explores the issues thoughtfully and in depth
• is coherently organized, with ideas supported by apt reasons and well-chosen examples
• has an effective, fluent style marked by syntactic variety and a clear command of language
• is generally free from errors in mechanics, usage, and sentence structure

Score of 5: Strong.  A 5 essay demonstrates clear competence in writing. It may have some errors, but they are not serious enough to distract or confuse the reader. An essay in this category:

• clearly addresses the topic, but may respond to some aspects of the task more effectively than others
• shows some depth and complexity of thought
• is well organized and developed with appropriate reasons and examples
• displays some syntactic variety and facility in the use of language
• may have a few errors in mechanics, usage, and sentence structure

Score of 4: Adequate.  A 4 essay demonstrates adequate writing. It may have some errors that distract the reader, but they do not significantly obscure meaning. An essay in this category:

• addresses the topic, but may slight some aspects of the task
• may treat the topic simplistically or repetitively
• is adequately organized and developed, generally supporting ideas with reasons and examples
• demonstrates adequate facility with syntax and language
• may have some errors, but generally demonstrates control of mechanics, usage, and sentence structure

Score of 3: Marginal.  A 3 essay demonstrates developing competence, but is flawed in some significant way(s). An essay in this category reveals one or more of the following weaknesses:

• distorts or neglects aspects of the task
• lacks focus, or demonstrates confused or simplistic thinking
• is poorly organized or developed
• does not provide adequate or appropriate details to support generalizations, or provides details
• without generalizations
• has problems with or avoids syntactic variety
• has an accumulation of errors in mechanics, usage, and sentence structure

Score of 2: Very Weak.  A 2 essay is seriously flawed. An essay in this category reveals one or more of the following weaknesses:

• indicates confusion about the topic or neglects important aspects of the task
• lacks focus and coherence, or often fails to communicate its ideas
• has very weak organization, or little development
• provides simplistic generalizations without support
• has inadequate sentence control and a limited vocabulary
• is marred by numerous errors in mechanics, usage, and sentence structure

Score of 1: Incompetent.  A 1 essay demonstrates fundamental deficiencies in writing skills. An essay in this category reveals one or more of the following weaknesses:

• suggests an inability to comprehend the question or to respond meaningfully to the topic
• is unfocused, illogical, incoherent, or disorganized
• is undeveloped
• provides little or not relevant support
• has serious and persistent errors in word choice, mechanics, usage, and sentence structure

Non-response essays, those that reject the assignment or fail to address the question, should be given to the Table Leader. Readers should not penalize ESL writers excessively for slight shifts in idiom, problems with articles and confusion over prepositions, and occasional misuse of verb tense and verb forms, so long as such features do not obscure meaning.

EPT. What is the English Placement Test?   The English Placement Test, developed cooperatively by the CSU faculty and Educational Testing Service (ETS), is designed to assess the level of analytical reading and writing skills of students entering the California State University. The EPT is a 45-minute timed essay and two 30-minute timed multiple-choice sections designed to assess the level of reading and writing skills of entering lower-division students for the purpose of placing them in appropriate courses.

The test is offered only to admitted students and has no effect on admissions decisions.  While the test is not a condition for admission to the California State University campuses, students must take it--or be exempted by alternative measures (ACT, SAT, Advanced Placement Test, transferable English composition course). Normally the EPT is taken once; if a student passesthe test, s/he clears the California State University English Placement Test requirement.

Since its beginning in 1977, the EPT has been administered to more than 430,000 students. From 22,000 to 26,000 regularly admitted, first-time freshman students are tested each year. Of those students taking the EPT slightly more than 50 percent demonstrate the need for remediation or for special assistance with writing skills in order to succeed in college-level work.  The essay portion of the test requires students to read a brief prompt about a general topic or issue; they must then take and explain a position, drawing upon personal experience, observation, or reading.  (Information from <http://rhet.csustan.edu/EPT/nature.htm>.

GRE.  The GRE (Graduate Record Examination) of the ETS, an analysis of a complex issue,  also uses a holistic scoring rubric, quite similar to the one used for the EPT.  It is available online at <http://www.gre.org/essscore.html>.   Examples of essays scoring 1-6 are also available at this site.