Cognitive Differences in Proficient and Nonproficient Essay Scorers

Written Communication Oct 1998

Cognitive Differences in Proficient and Nonproficient Essay Scorers

EDWARD W. WOLFE ; CHI-WEN KAO ; MICHAEL RANNEY

Abstract

This article examines the behavioral differences of essay scorers who demonstrate different levels of proficiency for a psychometric scoring task. The authors compare three proficiency groups to identify differences in (a) essay features they consider, (b) their understanding of the scoring rubric, and (c) their decision-making procedures. Results indicate scorers with different levels of proficiency do not focus on different essay features when making evaluative decisions but their understandings of the scoring criteria may vary. Proficient scores are more likely to focus on general features of an essay when making evaluative decisions and to adopt values espoused by the scoring rubric than are less proficient scorers. Also, proficient scorers make evaluations by reading the entire essay and then reviewing its content, whereas less proficient scorers may interrupt the reading process to monitor how well the essay satisfies the scoring criteria. Finally, the authors discuss implications for scorer selection and training.

Journal: Written Communication
Published: 1998-10-01
DOI: 10.1177/0741088398015004002
Open Access: Closed
Topics: assessment multilingual writers

Citation Context

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Cites in this index (2)

Charney (1984)

The Validity of Using Holistic Scoring to Evaluate Writing: A Critical Overview

Research in the Teaching of English
BRELAND et al. (1984)

Perceptions of Writing Skills

Written Communication

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