Comparing holistic and analytic scoring for performance assessment with many-facet Rasch model.
This paper compares holistic and analytic scoring methods to explore how the alternative scorings can make differences for performance assessment using many-faceted Rasch model. The model is especially pertinent for analyzing performance assessment since the model can include several facets simultaneously. Forty three students' reports for social studies were scored by four raters with the holistic method and the analytic method. The result demonstrated that scoring rubrics could be improved by investigating rating scale categories. Also, the comparison of student scores between the two scoring methods revealed that the selection of scoring methods might not be significant for the relative comparison of students but it could have serious implication for the assessment of students' absolute abilities. For rater severity, analytic scoring provided more consistency than holistic scoring. These findings can be used to select and improve scoring methods for performance assessment.
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Kyunghee University, Hoegi-dong, Dongdaemoon-gu, Seoul, South Korea. eunlim@khu.ac.kr
D000293:Adolescent; D002648:Child; D004521:Educational Measurement / Q000706:statistics & numerical data*; D005260:Female; D006801:Humans; D008297:Male; D008432:Mathematical Computing; D015233:Models, Statistical; D011594:Psychometrics / Q000379:methods*; D015203:Reproducibility of Results