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Abstract

This paper reports the results of a study to determine whether an analysis of objective test measures and holistically scored composition data would support a single or a multifactor theory of writing assessment and to determine which category of measure-direct or indirect-was the more reliable. Four experimental objective tests of writing ability based on an information-processing approach were administered to one hundred foreign university students for whom English was not their native language. The subjects also wrote descriptive essays which were holistically graded. The results indicated that the holistic and objective assessments were relatively independent measures of writing ability, indicating support for a two-factor theory of ability assessment. The holistic assessment was found to be more reliable than the objective assessment.

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A Factor Analysis of Direct and Indirect Measures of English as a Second Language Writing Ability

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