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Analytic and holistic essay scores from human raters are compared with e-rater version 2.0 feature scores across two TOEFL CBT prompts. Results show correlations among analytic scores and with holistic scores, with length effects, possible profile scoring, and confirmed associations between e-rater variables and analytic ratings, with implications for improving analytic scoring and validating automated scoring.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/analytic-scoring-of-toefl-cbt-essays-scores-from-humans-and-e-rater-research-study/488110/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/analytic-scoring-of-toefl-cbt-essays-scores-from-humans-and-e-rater-research-study/488110.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-05","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To examine how analytic (multitrait) rating dimensions are distinct and reliable, and how they relate to holistic scores and e-rater essay feature variables in TOEFL CBT writing assessment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data sources and tools are used in the study?",{"text":117,"@type":113},"The study analyzes analytic and holistic scores from human raters and essay feature variable scores computed by e-rater (version 2.0) for two TOEFL CBT writing prompts.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about analytic and holistic scoring?",{"text":121,"@type":113},"The six analytic scores correlate with one another and with holistic scores; high correlations are largely attributed to the impact of essay length on both analytic and holistic scoring.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},488110,1790819760,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Analytic Scoring of TOEFL® CBT Essays: Scores From Humans and E-rater®  \nYong-Won Lee, Claudia Gentile, and Robert Kantor 1 ETS, Princeton, NJ  \nRR-08-01  \nETS is an Equal Opportunity/Affirmative Action Employer.  \nAs part ofits educational and social mission and in fulfilling the organization's non-profit Charter and Bylaws, ETS has and continues to learn from and also to lead research that furthers educational and measurement research to advance quality and equity in education and assessment for all users of the organization's products and services.  \nCopyright © 2008 by ETS. All rights reserved.  \nNo part of this report may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Violators will be prosecuted in accordance with both U.S. and international copyright laws.  \nE-RATER, ETS, the ETS logos, GRADUATE RECORD EXAMINATIONS, GRE, TOEFL, the TOEFL logo, and TWE are registered trademarks of Educational Testing Service (ETS) . CRITERION, CRITIQUE, TEST OF ENGLISH AS A FOREIGN LANGUAGE and TEST OF WRITTEN ENGLISH are trademarks of ETS.  \nCollege Board is a registered trademark of the College Entrance Examination Board.  \nAbstract  \nThe main purpose of the study was to investigate the distinctness and reliability of analytic (or multitrait) rating dimensions and their relationships to holistic scores and e-rater® essay feature variables in the context of the TOEFL® computer-based test (CBT) writing assessment. Data analyzed in the study were analytic and holistic essay scores provided by human raters and essay feature variable scores computed by e-rater (version 2.0) for two TOEFL CBT writing prompts. It was found that (a) all of the six analytic scores were not only correlated among themselves but also correlated with the holistic scores,(b) high correlations obtained among holistic and analytic scores were largely attributable to the impact of essay length on both analytic and holistic scoring,(c) there may be some potential for profile scoring based on analytic scores, and (d) some strong associations were confirmed between several e-rater variables and analytic ratings. Implications are discussed for improving the analytic scoring of essays, validating automated scores, and refining e-rater essay feature variables.  \nKey words: Analytic scoring, multitrait scoring, holistic scoring, text features, profile scores, writing feedback, automated essay scoring, e-rater, ESL writing assessment, TOEFL CBT  \nThe Test of English as a Foreign Language™ (TOEFL®) was developed in 1963 by the National Council on the Testing of English as a Foreign Language. The Council was formed through the cooperative effort of more than 30 public and private organizations concerned with testing the English proficiency of nonnative speakers of the language applying for admission to institutions in the United States. In 1965, Educational Testing Service (ETS) and the College Board® assumed joint responsibility for the program. In 1973, a cooperative arrangement for the operation of the program was entered into by ETS, the College Board, and the Graduate Record Examinations®(GRE®) Board. The membership of the College Board is composed of schools, colleges, school systems, and educational associations; GRE Board members are associated with graduate education. The test is now wholly owned and operated by ETS.  \nETS administers the TOEFL program under the general direction of a policy board that was established by, and is affiliated with, the sponsoring organizations. Members of the TOEFL Board (previously the Policy Council) represent the College Board, the GRE Board, and such institutions and agencies as graduate schools of business, two-year colleges, and nonprofit educational exchange agencies.  \n􀂙 􀂙 􀂙  \nSince its inception in 1963, the TOEFL has evolved from a paper-based test to a computer-ba","cbCaigprpMpLLsOm","https://ap.wps.com/l/cbCaigprpMpLLsOm","pdf",5242932,84,"English","# Abstract\n## Key words\n## TOEFL background and program administration\n## TOEFL research and committee structure\n## Funding and acknowledgments","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine how analytic (multitrait) rating dimensions are distinct and reliable, and how they relate to holistic scores and e-rater essay feature variables in TOEFL CBT writing assessment.\"},{\"question\":\"What data sources and tools are used in the study?\",\"answer\":\"The study analyzes analytic and holistic scores from human raters and essay feature variable scores computed by e-rater (version 2.0) for two TOEFL CBT writing prompts.\"},{\"question\":\"What did the study find about analytic and holistic scoring?\",\"answer\":\"The six analytic scores correlate with one another and with holistic scores; high correlations are largely attributed to the impact of essay length on both analytic and holistic scoring.\"}]","Analytic Scoring of TOEFL CBT Essays - Scores From Humans and E-rater - Research Study | PDF",1790810349,212]