The assessment of writing must strive to set up writing tasks and situations that identify purposes appropriate to and appealing to the particular students being tested. Reflection by the writer on her or his own writing processes and performances holds particular promise as a way of generating knowledge about writing and increasing the ability to write successfully.
If assessment employs machine scoring, whether of actual writing or of items designed to elicit error, it is particularly essential that every effort be made through statistical verification to see that students, individually and collectively, are placed in courses that can appropriately address their skills and abilities.
Perceptions of writing are shaped by the methods and criteria used to assess writing.
Direct assessment in the classroom should provide response that serves formative purposes, helping writers develop and shape ideas, as well as organize, craft sentences, and edit.
The methods and criteria that readers use to assess writing should be locally developed, deriving from the particular context and purposes for the writing being assessed.
Best assessment practice is direct assessment by human readers.
Even when the placement process entails direct assessment of writing, the system should accommodate the possibility of improper placement. Applications to Assessment Settings The guiding principles apply to assessment conducted in any setting.
Contextualize Technical Writing Assessment to Better Prepare Students for Workplace Writing: Student-Centered Assessment Instruments Yu, Han Journal of Technical Writing and Communicationv38 n3 p To teach students how to write for the workplace and other professional contexts, technical writing teachers often assign writing tasks that reflect real-life communication contexts, a teaching approach that is grounded in the field's contextualized understanding of genre.
Best assessment practice is informed by pedagogical and curricular goals, which are in turn formatively affected by the assessment. By Dolores Perin This paper is a literature review that explores the nature and effectiveness of contextualization as a way to improve outcomes for academically underprepared college students.
Decision-makers should carefully weigh the educational costs and benefits of timed tests, portfolios, directed self placement, etc. Members of the community are in the best position to guide decisions about what assessments will best inform that community.