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An early version, e-rater99, explains little additional variance beyond what length alone predicts. The later e-rater01 version performs substantially better and relies less on length, supported by stronger measures of topical content and vocabulary complexity and diversity. Essay length differences were also tested across examinees with Spanish, Arabic, and Japanese native languages.",{"@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/beyond-essay-length-evaluating-e-raters-performance-on-toefl-essays/488123/",{"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/beyond-essay-length-evaluating-e-raters-performance-on-toefl-essays/488123.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-12","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does essay length relate to e-rater holistic scores on TOEFL essays?","Question",{"text":112,"@type":113},"The study examines the relationship between essay length and holistic scores assigned to TOEFL essays by e-rater, assessing how much variation is explained by length.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What performance change occurs from e-rater99 to e-rater01?",{"text":117,"@type":113},"e-rater01 performs significantly better than e-rater99 and depends less on essay length due to greater reliance on topical content and vocabulary complexity and diversity.",{"name":119,"@type":110,"acceptedAnswer":120},"Do native language groups show the same length-related score patterns?",{"text":121,"@type":113},"Both human readers and e-rater01 show the same pattern of differences across examinees with native languages of Spanish, Arabic, and Japanese, even when length effects are controlled.","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},488123,1790823487,{"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":29,"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},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Research Reports  \nReport 73 February 2004  \nBeyond Essay Length: Evaluating e-rater®’s Performance on TOEFL® Essays  \nMartin Chodorow  \nJill Burstein  \nBeyond Essay Length: Evaluating e-rater®’s Performance on TOEFL® Essays  \nMartin Chodorow  \nHunter College of the City University of New York ETS, Princeton, NJ  \nJill Burstein  \nETS, Princeton, NJ  \nETS is an Equal Opportunity/Affirmative Action Employer. Copyright © 2004 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.  \nEDUCATIONAL TESTING SERVICE, ETS, the ETS logos, e-rater, TOEFL, and the TOEFL logo are registered trademarks of Educational Testing Service. The Test of English as a Foreign Language is a trademark of Educational Testing Service.  \nCollege Board is a registered trademark of the College Entrance Examination Board.  \nGraduate Management Admission Test and GMAT are registered trademarks ofthe  \nGraduate Management Admission Council.  \nAbstract  \nThis study examines the relation between essay length and holistic scores assigned to Test of English as a Foreign Language™ (TOEFL®) essays by e-rater®, the automated essay scoring system developed by ETS. Results show that an early version of the system, e-rater99, accounted for little variance in human reader scores beyond that which could be predicted by essay length. A later version of the system, e-rater01, performs significantly better than its predecessor and is less dependent on length due to its greater reliance on measures of topical content and of complexity and diversity of vocabulary. Essay length was also examined as a possible explanation for differences in scores among examinees with native languages of Spanish, Arabic, and Japanese. Human readers and e-rater01 show the same pattern of differences for these groups, even when effects of length are controlled.  \nKey words: automatic essay scoring, writing assessment, Test of English as a Foreign Language, TOEFL, e-rater, essay length  \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.  \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, junior and community colleges, nonprofit educational exchange agencies, and agencies of the United States government.  \n􀂙 􀂙 􀂙  \nA continuing program of research related to the TOEFL test is carried out under the direction of the TOEFL Committee of Examiners. Its 12 members include representatives of the TOEFL Board and distinguished English as a second language specialists from the academic community. The Committee meets twice yearly to review and approve proposals for test-related research and to set guidelines for the entire scope of the TOEFL research pr","cbCaivCO7XmcmlCX","https://ap.wps.com/l/cbCaivCO7XmcmlCX","pdf",379328,48,"English","# Introduction","[{\"question\":\"How does essay length relate to e-rater holistic scores on TOEFL essays?\",\"answer\":\"The study examines the relationship between essay length and holistic scores assigned to TOEFL essays by e-rater, assessing how much variation is explained by length.\"},{\"question\":\"What performance change occurs from e-rater99 to e-rater01?\",\"answer\":\"e-rater01 performs significantly better than e-rater99 and depends less on essay length due to greater reliance on topical content and vocabulary complexity and diversity.\"},{\"question\":\"Do native language groups show the same length-related score patterns?\",\"answer\":\"Both human readers and e-rater01 show the same pattern of differences across examinees with native languages of Spanish, Arabic, and Japanese, even when length effects are controlled.\"}]","Beyond Essay Length - Evaluating e-rater’s Performance on TOEFL Essays | PDF",1790810433,121]