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21 Assessment Guide for Educators: RLA Chapter 3: Extended Response responses from the rangefinding pool comprise sets of exemplars that were used to train scorers. Holistic Scoring vs. Analytic Scoring Holistic scoring is a method through which scorers evaluate a test-taker’s writing as a whole, based on the overall impression that the writing leaves on the reader, considering a number of criteria (e.g., how well the test-taker develops ideas, how well he or she maintains focus on a main idea throughout the writing sample, etc.). Analytic scoring, on the other hand, is a method through which test-taker responses are evaluated on several dimensions separately. In analytic scoring, points are usually added for each dimension present or subtracted for each dimension missing. This is unlike holistic scoring, in which points are awarded at the end of an evaluation for the response’s overall impression on the reader. The GED® test extended response (ER) items are scored using a hybrid approach. As mentioned, the RLA ER multi-dimensional rubric breaks down the evaluation criteria into three overall categories, each category encompassing several dimensions: • Trait 1: Creation of Arguments and Use of Evidence • Trait 2: Development of Ideas and Organizational Structure • Trait 3: Clarity and Command of Standard English Conventions Each of the dimensions are weighted equally when readers are assigning scores to individual responses. Each of the three traits have multiple aspects or “dimensions” that are described in the rubric as bullets underneath each trait. Each bullet in each trait of the rubric represents a distinct dimension or quality of writing. Each score point describes the same dimensions, but at varying levels of mastery. For instance, in Trait 1 of the RLA rubric, there are three main qualities that involve the creation of arguments and use of evidence in test-takers’ writing samples reflecting how well the test-taker:
- establishes an argument and uses information from given
- analyzes the issue and/or the validity of argument presented in the source texts