ABSTRACT
This chapter discusses the gap between the theoretical stance towards ethical assessment practices in writing classes and its practical application in settings where the classroom conditions for teaching writing are not met. The difference between effective and ineffective application of valid and fair assessment practices is highlighted through my previous teaching experiences at a local university in the United Arab Emirates and its counterpart, a foreign U.S. institution for higher education. To further illustrate, I will describe the conditions of the writing classroom at these two universities with a focus on internal institutional policies put forth by the stakeholders involved.
