Holistic Marking

Holistic Marking

Holistic marking is a technique that rests on the assumption that trained markers will respond to a composition in the same way if they are given a set of characteristics to guide them. (Vaughan 1991). Sets of characteristics are laid down in the marking schemes to guide markers in assessing the projects at different levels. This however is not empirically validated. The markers are concerned to fit a particular project in the standards and they are required to focus in marking rather than marking processes.

Characteristics of Holistic marking

·         Holistic standards embed criteria in a global description of the desired level of performance. Holistic standards judge the whole of the student’s performance rather than its isolated parts, and are more likely to provide a realistic representation of student ability (Biggs, 2003).

·         Holistic standards are likely to be useful when the sum of the student’s performance in a task is more important than their performance in component parts.

·          Holistic standards may be more suited to assessing complex higher order thinking tasks and to tasks where it is not easy to separate the performance of one criterion from another.

·         Holistic standards may be presented as a long description if a single standard, or may be presented in a table or a continuum if it contains multiple levels.

·         Holistic standards commonly allocate a single mark for the whole piece of work.

Holistic Marking can be, depending on their detail, standards may give only general or limited guidance to students about how to perform different characteristics of the task. Detailed holistic standards with multiple criteria may be more difficult for markers to apply.

The Marking rubric for young Scientist Awards had four levels of standards allocated for each year group, based on which marks are allocated to a project. For teachers marking criteria are put into words clearly and have been told what exactly to look in them.

At first a project is marked by an assessoràThe same project double checked by another assessorà Same Marksà no issuesà different opinion of marking by assessorsà given to senior assesors for their opinion.

All Mark 4 projects are looked over again by senior assessors.

The marking Rubrics guides the assessor what to look for in the project and award marks accordingly. There are border line projects which fit most into high level criteria but not entirely. That’s when it becomes difficult .Especially when deciding between high 3 projects and low 4.

I think Holistic marking is good for students; only if the students are made aware of the criteria’s that the assessors are looking for in their projects. That gives guidance to students and they would be able to choose a project which has relevance in future and that the same time complete their written work addressing the standards.

Even working as a mentor for My Science project I had no idea of the level of standard to be met in a project to be qualified for young scientist awards. I think my students got disadvantaged due to the fact that I was not aware of assessment criteria and therefore guiding students appropriately to approach their project.

Bibliography

Armstrong,S. (2008).University of Western Sydney. Assessment guide implementing criteria and standards-based assessment. Retrieved from http://uws.clients.squiz.net/__data/assets/pdf_file/0007/53827/Assessment_Guide.pdf