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In the US, the first applied holistic scoring of writing samples was administered by Paul B. Diederich at The College of the University of Chicago as a comprehensive examination for credit in the first-year writing course. The method was adjusted-rater scoring with teachers of the course as scorers and members of the Board of Examiners as ...
A scoring rubric typically includes dimensions or "criteria" on which performance is rated, definitions and examples illustrating measured attributes, and a rating scale for each dimension. Joan Herman, Aschbacher, and Winters identify these elements in scoring rubrics: [3] Traits or dimensions serving as the basis for judging the student response
Teachers began to see an incongruence between the material being prompted to measure writing and the material teachers were asking students to write. Holistic scoring, championed by writing scholar Edward M. White, emerged in this wave. It is one method of assessment where students' writing is prompted to measure their writing ability.
In 1976, Arasteh and Arasteh [1] wrote that the most systematic assessment of creativity in elementary school children has been conducted by Torrance and his associates (1960a, 1960b, 1960c, 1961, 1962, 1962a, 1963a, and 1964) with the Minnesota Tests of Creative Thinking, which was later renamed the Torrance Tests of Creative Thinking, with several thousands of schoolchildren.
The purpose of standards-based assessment [5] is to connect evidence of learning to learning outcomes (the standards). When standards are explicit and clear, the learner becomes aware of their achievement with reference to the standards, and the teacher may use assessment data to give meaningful feedback to students about this progress.
The term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress. [8] Assessment can be divided for the sake of convenience using the following categorizations: Placement, formative, summative and diagnostic assessment; Objective and subjective
Peer assessment, or self-assessment, is a process whereby students or their peers grade assignments or tests based on a teacher's benchmarks. [1] The practice is employed to save teachers time and improve students' understanding of course materials as well as improve their metacognitive skills.
Teacher quality assessment commonly includes reviews of qualifications, tests of teacher knowledge, observations of practice, and measurements of student learning gains. [1] [2] Assessments of teacher quality are currently used for policymaking, employment and tenure decisions, teacher evaluations, merit pay awards, and as data to inform the professional growth of teachers.
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