Reflecting the internationalization of the field of second language writing, this book focuses on political aspects and pedagogical issues of writing instruction and testing in a global context. High-stakes assessment impacts the lives of second language (L2) writers and their teachers around the world, be it the College English Test in China, Common Core-aligned assessments in the U.S., English proficiency tests in Poland, or the material conditions (such as access to technology, training, and other resources) affecting a classroom. With contributions from authors working in ten different countries in a variety of institutional contexts, the chapters examine the uses and abuses of various writing-related assessments, and the policies that determine their form and use. Representing a diverse range of contexts, methods, and disciplines, the authors jointly call for more equitable testing systems that consider the socioeconomic, psychometric, affective, institutional, and needs of all students who strive to gain access to education and employment opportunities related to English language proficiency.

part I|69 pages

Local and National Policy Contexts

chapter 2|14 pages

Worlds Apart, but in the Same Boat

How Macro-Level Policy Influences EFL Writing Pedagogy in China, Mexico, and Poland

chapter 3|5 pages


The Importance of Context in Second Language Writing Evaluation

chapter 5|13 pages

Sociopolitical Contexts of EFL Writing Assessment in Vietnam

Impact of a National Project

chapter 6|7 pages


Policy Makers, Assessment Practices, and Ethical Dilution

chapter 7|15 pages

English Writing Assessment in the Context of Iran

The Double Life of Iranian Test-Takers

part II|68 pages

High-Stakes Assessment

chapter 8|15 pages

High-Stakes English Writing Assessment in Egyptian Secondary Schools

Historical Testing Orientations and Current Instructional Practices

chapter 9|5 pages


Error Recognition: A So-Called “Writing” Assessment?

chapter 10|12 pages

“Write an Email to Your Friend in England”

Assessment of the Written English Matura Exam in Poland

chapter 11|5 pages


Assessing English Linguistic Knowledge and Writing Skills in Secondary Schools Through the State Matura Exam: The Case of Macedonia

chapter 12|16 pages

Righting Writing Practices?

An Exam Reform’s Impact on L2 Writing Teaching and Assessment

part III|80 pages

Seeking Solutions

chapter 14|14 pages

Writing Academically and Creatively

Moving Beyond Test-Driven Writing Instruction in a Chinese University

chapter 15|6 pages


When Are Students Ready Enough? Issues and Dilemmas Around Assessment of L2 Writers in a WAC Program

chapter 17|14 pages

E-Portfolio Project

Assessing Language Teacher Learning in the Chilean Desert

chapter 19|7 pages


Challenging the Deficit Mindset: The WIDA Can Do Philosophy in a Second Language Writing Context

chapter |8 pages