Assessing Writing is a refereed international journal providing a forum for
ideas, research and practice on the assessment of written language.
Assessing Writing publishes articles, book reviews, conference reports, and
academic exchanges concerning writing assessments of all kinds, including
traditional ('direct' and standardised forms of) testing of writing,
alternative performance assessments (such as portfolios), workplace sampling
and classroom assessment.
The journal focuses on all stages of the writing assessment process,
including needs evaluation, assessment creation, implementation, and
validation, and test development; it aims to value all perspectives on
writing assessment as process, product and politics (test takers and raters;
test developers and agencies; educational administrations; and political
motivations). The journal is interested in review essays of key issues in
the theory and practice of writing assessment.
Assessing Writing embraces internationalism and will attempt to reflect the
concerns of teachers, researchers and writing assessment specialists around
the world, whatever their linguistic background. Articles are published in
English and normally relate to the assessment of English language writing,
but articles in English about the assessment of writing in languages other
than English will be considered.
While Assessing Writing frequently publishes articles about the assessment
of writing in the fields of composition, writing across the curriculum, and
TESOL (the teaching of English to speakers of other languages), it welcomes
articles about the assessment of writing in professional and academic areas
outside these fields.
The scope of the journal is wide, and embraces all work in the field at all
age levels, in large-scale (international, national and state) as well as
classroom, educational and non-educational institutional contexts, writing
and programme evaluation, writing and critical literacy, and the role of
technology in the assessment of writing. Through this scholarly exchange,
Assessing Writing contributes to the development of excellence in the
assessment of writing in all contexts, and, in so doing, to the teaching and
appreciation of writing.
The University of Melbourne
School of Languages
VIC 3010, Australia
Washington State University
14204 SE Salmon Creek Avenue
Vancouver, Washington 98686-9600
Content available by subscription. Sample issue available online.
Abstracts available online. Full-text available in HTML and PDF.
Current Issue: Volume 9, Issue 2 (2004)
Date: 23 Dec. 2004