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Analytic marking schemes with multiple criteria are used to assess writing scripts based on several aspects of writing skills, such as content, language use, organisation, vocabulary, etc. Analytical marking also aims to ensure reliability and consistency in the marking of writing scripts across raters. The aim of this paper is to examine the dimensionality of the writing construct based on analytical marking schemes applied to the International Schools’ Assessment (ISA) and the eWrite writing assessment for potential improvement of the marking schemes. Both are assessment programs of the Australian Council for Education Research (ACER). The ISA writing assessment uses a marking scheme with three analytical criteria. The eWrite program uses a scheme with nine analytical criteria. For each assessment, the dimensionality of writing is investigated using factor analytic techniques. Factor structures involving general and specific factors are explored. Preliminary results suggest that when using the ISA and the eWrite marking schemes, a general writing factor is supported. For eWrite, over and above a general writing factor, with the nine criteria two minor specific factors in the content and language convention area were identified. The results will be described and discussed further

Examining the Factor Structure of Writing Assessment based on Sets of Analytical Marking Criteria