TE300503 LANGUAGE TESTING AND ASSESSMENT [1-2022/2023]

INDIVIDUAL ASSIGNMENT (30%)

Lecturer:

Assoc. Prof. Dr. Suyansah bin Swanto

Submitted by:

NAME MOHAMMAD HANNANI BIN SOPHIAN

MATRIC NO BP20110289
 TASK 1

Hollistic Marking

Essay Level Justification

1 Level 3  There were slight grammatical error but it didn’t affect the
sentence structure
 The sentences in each paragraph is structured and clear
 The ideas presented were clear
 Minor mistakes such as past tense and wrong usage of the
article
2 Level 4  There were slight grammatical error but it didn’t affect most
the sentence structure
 The ideas are well presented and elaborations were provided
for each main ideas. However, there were a few elaborations
that were unclear and jumbled sentences.
 Good choices of vocabulary
 Didn’t use the correct format for essay
3 Level 5  Introduction were clear and facts were included to support the
paragraph
 The ideas were clear, well organised and expressed coherently
 Provides good justification and explanation to support the
main idea of each paragraph
 Very few grammatical mistakes
4 Level 5  Clear introduction as it provides insight on what is the essay
about.
 The ideas were good and well organised
 Few grammatical mistakes
 Examples were included alongside with the main ideas
5 Level 2  The ideas were poorly organised
 A lot of grammatical mistakes
 The sentences were too simple
  A lot of repetitive words and the choice of vocabulary is poor
 Didn’t use the correct format for essay

Analytical Marking

Essay Marks Justification

1 15/20  Each sentences has appropriate vocabulary usage
 The ideas were well organised and structured but the
justification for it were not compact
 Include quote that is catchy and relatable to the topic
 The paragraph is well-written as it obviously stated the main
idea for each paragraph at the first sentence
 Mechanisms were used properly and there are no spelling errors
2 15/20  The vocabulary used is adequate and understandable
 The explanations were understandable but there were a few
justifications that were poorly constructed
 A lot of grammatical errors but it didn’t change the meaning of
the sentences
 Mechanisms were used properly
3 18/20  Excellent choice of vocabulary
 Transition words were used to indicate the flow of the essay
 The sentences were well organised followed by solid
justification and explanation
 Good choice of words for the explanation
4 17/20  The essay were well organised and structured
 The example for main ideas were relatable to real-life situation
 Minor grammatical mistakes
 The flow of the essay including the transition from each
paragraph to the next one
5 8/20  Poor vocabulary choices
 The sentences is understandable although the vocabulary is
restricted
  The sentences were not structured and it is too straight forward
 Able to use the mechanism properly

Compare and Contrast

Essay Strength Weakness

1  Sentences were structured  Slight grammatical mistakes
and clear  Justification were too simple
 Ideas were clearly stated without further explanation
 Good vocabulary usage
 Quotes included
 The paragraph is well
written
2  The ideas are well presented  Minor grammatical errors
and elaborations were  The format of the essay is wrong
provided for each main  Elaborations were unclear and too
ideas simple
 The vocabulary used is  Jumbled sentences
adequate and
understandable
 Proper use of the
mechanism
3  Great introduction  Few grammatical mistakes
 Excellent usage of  Essay’s format was wrong at the
vocabulary first paragraph
 The ideas were clear, well
organised and expressed
coherently
 Good flows and paragraph’s
transition
4  The ideas were good and  Grammatical mistakes
 well organised
 Includes relatable examples
 Smooth paragraph’s
transition
 The vocabulary is not
restricted
5  Able to state the main idea  Poorly organised idea
clearly  Restricted vocabulary
 The mechanism were used  Major grammatical mistakes
properly  Sentences were not structured
 Limited vocabulary but still
use it correctly with
understandable sentece

TASK 2
 In this individual assignment, I’m assigned to mark 5 different essays with the
same topic using two marking rubrics. Before I elaborate more regarding this matter, let me
give the definition of a marking rubric. A marking rubric can be defined as an evaluation tool
that explicitly states the evaluation standards. Many different sorts of graded student work
can be evaluated using it, including written assignments, presentations, class participation,
total grades, and more.

There are two different marking rubric that I’ve used in marking those 5 essays. The
first one is the “Holistic marking rubric” while the other one “Analytic marking rubric”. A
technique for assessing a composition's overall quality is called holistic marking rubric.
sometimes referred to as impressionistic grading, single-impression scoring, and global
grading. Using a single criteria rubric and established achievement levels, students' overall
performance on an essay or other task is evaluated. On the other hand, analytic marking
rubric is a style of assessing written essay that gives separate ratings to several components,
such as sentence form, word choice, organisation, and mechanics. Compared to the holistic
marking rubric to marking essays, analytical marking rubric is a considerably more thorough
system of marking. When evaluating a student's essay, this particular grading establishes
distinct and varied criteria.

There are a few differences between holistic marking rubric and analytic marking
rubric. The available marks are split up among the various categories in an analytical marking
rubric, with rating based on relevance. Then, each criteria is given a percentage of the
available marks based on the standard attained on just that criteria, and the overall mark is
calculated by adding up all of the marks. On the other hand, the holistic marking does not
distribute the marks among the requirements. Instead of looking at the criteria as separate
components, it is marked based on the overall quality of the essay. When there are numerous
factors to be taken into account and if the work being graded is lengthy and extensive,
analytical marking methods might make marking simpler. It can be challenging to maintain
the degree of focus needed to evaluate such work holistically, so breaking the task down into
smaller components makes it easier.

Next, the most obvious advantage of using analytical assessments is that they give a
detailed and thorough picture of student performance by taking several factors into account.
For instance, evaluating the quality of different aspects of student writing can help identify
both strong points and places that need work, which in turn helps with evaluation and
feedback. Holistic marking, on the other hand, concentrate on the performance as a whole,
which also offers benefits. Holistic exams, for instance, are probably less time-consuming
and there are signs that teachers prefer them. However, holistic assessments face the same
risk of missing the parts while focusing on the whole as analytical assessments do when
focusing on the whole. Thus, with analytical assessments, focusing on many areas of student
performance can be both a strength and a weakness. This is due to the fact that the analytical
assessments still need to be divided into different criteria even if crucial aspects are not given
greater consideration than other features. As a result, there is a chance that assessments will
become inconsistent and inaccurate.

Each marking rubric helped me in a different way after I evaluated the essays using
two separate ones. By using the analytic marking rubric, it takes time to mark the essay
because the rubric can identify a different category for each requirement of the essay that
must be included, accounting for the complexity of the essays. Moreover, it will be easier for
me as a teacher to provide feedback to the students by marking using analytic rubric. I can
provide input on areas of strength and weakness in an analytical rubric. Using this grading
scheme is similar to following instructions because it will help me manage the evaluation
process properly. This is because it is easier for me to evaluate the essay now that I am aware
of the components to which I should pay attention. This is my first time marking essays and it
is therefore my honest opinion that analytic marking rubric is very suitable to use in marking
essays as it is very clear on what details of the essay that we must pay attention to.

For the holistic marking rubric, it is not as complex as the analytic because it didn’t
focus on details. However, holistic marking rubric doesn't offer any pointers for improvement
and I cannot weight the criteria because it views the essay as a whole. Although holistic
marking saved up my time in marking the essays, it was very hard for me to determined
which holistic level the essays are at. Using holistic marking rubric not only bring
disadvantage to the teacher, but also the students. As a future teacher, I personally believe
that it is not proper when I wish to help or thoroughly analyse my students' strengths and
flaws but the rubric itself wont allow me to do so, even though it does save a lot of time while
grading papers.

In the future, I may need to apply these two distinct rubrics while evaluating essays in
a variety of situations or circumstances. If I were a teacher in the future and had to complete
grading a large number of papers at once, I would employ a holistic marking method.
Although I am not fond of the holistic marking rubric, it will surely help me in marking
essays especially examination papers. But if I had a lot of time to analyse writing
assignments, I would certainly choose the analytic marking scheme instead of the holistic one
because I find it to be considerably more trustworthy. I can grade my students based on their
level of efficiency using the analytic marking rubric. It will be easy to point out their
strengths and weaknesses. By properly and thoroughly analysing their writing, I can provide
them concrete comments, therefore I think employing the analytic rubric will benefit my
students' writing abilities.
REFERENCES

L.Norman (2012), Analytical versus holistic marking schemes, Thinking About

Teaching for Miles and Miles. https://teachingformiles.wordpress.com/2012/04/07/analytical-

versus-holistic-marking-schemes/

DePaul (n.d), Types of Rubrics, Teaching Commons, https://resources.depaul.edu/teaching-

commons/teaching-guides/feedback-grading/rubrics/Pages/types-of-
rubrics.aspx#:~:text=Disadvantages%20of%20Holistic%20Rubrics,Criteria%20cannot%20be
%20weighted.

Y. Nakamura (n.d), A comparison of holistic and analytic scoring methods in the assessment
of writing https://hosted.jalt.org/pansig/2004/HTML/Nakamura.htm