Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

Holistic Scale for a Speaker’s Effectiveness of Argumentation
7
Relevant arguments are presented in an interesting way, with main ideas 
prominently and clearly stated, with completely effective supporting 
material; arguments are effectively related to the speaker’s view.
6
Relevant arguments are presented in an interesting way; main ideas are 
highlighted with effective supporting material, and are well related to the 
speaker’s own views.
5
Arguments are well presented with relevant supporting material and an 
attempt to relate them to the speaker’s views.
4
Arguments are presented but it may be difficult for the rater to distinguish 
main ideas from supporting material; main ideas may not be supported; 
their relevance may be dubious; arguments may not be related to the 
speaker’s views.
3
Arguments are presented, but may lack relevance, clarity, consistency or 
support; they may not be related to the speaker’s views.
2
Arguments are inadequately presented and supported; they may be 
irrelevant; if the speaker’s views are presented, their relevance maybe 
difficult to see.
1
Some elements of information are present but the rater is not provided 
with an argument, or the argument is mainly irrelevant.
0
A meaning comes through occasionally but it is not relevant.

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RECONCEPTUALIZING LANGUAGE TEACHING
This rubric is holistic because the assessor will provide one score, from 
0 to 7, to the student based on the descriptors for each level. There are both 
advantages and disadvantages to using holistic scoring methods.
Table 14. Advantages and Disadvantages for Holistic Scoring
Advantages
Disadvantages
Higher rater reliability can be achieved
May mask differences across individual 
assignments
Scoring scale can be understood by 
students and teachers.
Does not provide much useful 
diagnostic feedback.
Applicable to many different topics
Fails to capture important differences
Emphasizes strengths rather than 
weakness
Great potential for positive washback
Here is an example of analytic criteria that was used by Dr. David Chiesa 
when assessing students discourse analysis paper after analyzing dialogue 
from an American Movie. The analytic criteria were adapted from Ferris and 
Hedgcock (2014).