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Writing assessment
Writing assessment refers to an area of study that contains theories and practices that guide the evaluation of a writer’s performance or potential through a writing task. Writing assessment can be considered a combination of scholarship from Writing Theory and Measurement Theory within educational assessment.〔Behizadeh, Nadia and George Engelhard Jr. "Historical View of the influences of measurement and writing theories on the practice of writing assessment in the United States" ''Assessing Writing'' 16 (2011) 189-211.〕 Writing assessment can also refer to the technologies and practices used to evaluate student writing and learning.〔Huot, B. & Neal, M. (2006). Writing assessment: A techno-history. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research (pp. 417-432). New York, NY: Guilford Press.〕
==Contexts==
Writing assessment began as a classroom practice during the first two decades of the 20th century, though high-stakes and standardized tests also emerged during this time.〔Behizadeh, Nadia and George Engelhard Jr. "Historical View of the influences of measurement and writing theories on the practice of writing assessment in the United States" ''Assessing Writing'' 16 (2011) 189-211〕 During the 1930s, College Board shifted from using direct writing assessment to indirect assessment because these tests were more cost-effective and were believed to be more reliable.〔 Starting in the 1950s, more students from diverse backgrounds were attending colleges and universities, so administrators made use of standardized testing to decide where these students should be placed, what and how to teach them, and how to measure that they learned what they needed to learn.〔Yancey, Kathleen Blake. “Looking Back as We Look Forward: Historicizing Writing Assessment as a Rhetorical Act.” ''College Composition and Communication''. 50.3 (1999): 483-503. Web. 23 Feb. 2013.〕 The large-scale statewide writing assessments that developed during this time combined direct writing assessment with multiple-choice items, a practice that remains dominant today across U.S. large scale testing programs, such as the SAT and GRE.〔 These assessments usually take place outside of the classroom, at the state and national level. However, as more and more students were placed into courses based on their standardized testing scores, writing teachers began to notice a conflict between what students were being tested on--grammar, usage, and vocabulary—and what the teachers were actually teaching--writing process and revision.〔 Because of this divide, educators began pushing for writing assessments that were designed and implemented at the local, programmatic and classroom levels.〔〔Huot, Brian. ''(Re)Articulating Writing Assessment for Teaching and Learning.'' Logan, Utah: Utah State UP, 2002.〕 As writing teachers began designing local assessments, the methods of assessment began to diversify, resulting in timed essay tests, locally designed rubrics, and portfolios. In addition to the classroom and programmatic levels, writing assessment is also hugely influential on writing centers for writing center assessment, and similar academic support centers.
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