Assessing Writing

(Re)visiting twenty-five years of writing assessment

Unresolved issues in defining and assessing writing motivational constructs: A review of conceptualization and measurement perspectives

“I should summarize this whole paragraph”: Shared processes of reading and writing in iterative integrated assessment tasks

Lower English proficiency means poorer feedback performance? A mixed-methods study

Exploring the correspondence between traditional score resolution methods and person fit indices in rater-mediated writing assessments

What has been assessed in writing and how? Empirical evidence from Assessing Writing (2000–2018)

An investigation of the text features of discrepantly-scored ESL essays: A mixed methods study

Source use in the story continuation writing task

Developing and examining validity evidence for the Writing Rubric to Inform Teacher Educators (WRITE)

Making our invisible racial agendas visible: Race talk in Assessing Writing, 1994–2018

Error analysis and diagnosis of ESL linguistic accuracy: Construct specification and empirical validation

Raters’ perceptions of assessment criteria relevance

Affordances and limitations of the ACCUPLACER automated writing placement tool

Affordances of TOEFL writing tasks beyond university admissions

Holistic, local, and process-oriented: What makes the University Utah’s Writing Placement Exam work

Using the Smarter Balanced grade 11 summative assessment in college writing placement

Investigating the effect of source characteristics on task comparability in integrated writing tasks

Directed self-placement as a tool to foreground student agency