Examining the Validity of Single-Occasion, Single-Genre, Holistically Scored Writing Assessments
Olinghouse, N. G., Santangelo, T., & Wilson, J. (2012). Examining the validity of single-occasion, single-genre, holistically scored writing assessments. In E. van Steendam, M. Tillema, G. Rijlaarsdam, & H. van den Bergh (Eds.), Measuring writing: Recent insights into theory, methodology and practice (pp. 55-82). Brill. https://doi.org/10.1163/9789004248489_005
This chapter examines whether single-occasion, single-genre, holistically scored writing assessments provide valid evidence about students' broader writing ability. Using writing from fifth graders across story, persuasive, and informative genres, the study questions whether a single genre and a single holistic score can adequately represent the range of skills embodied in writing standards.
Key takeaways
- Performance in one genre did not necessarily stand in for performance in other genres, challenging a common assumption in large-scale writing assessment.
- A single holistic score provided limited information about the multiple writing abilities that standards are meant to represent.
- The chapter argues for more cautious interpretation of single-occasion, single-genre accountability measures.
Why it matters
This chapter represents an important early contribution to Dr. Wilson's validity-focused scholarship by challenging overly narrow approaches to large-scale writing assessment.
Coauthors
Natalie G. Olinghouse, Tanya Santangelo, Joshua Wilson
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