ABSTRACT
The study reported here began as part of a mixed-methods development and validation of a test-taker-oriented rubric for the writing section of the CanTEST, a high-stakes proficiency test used for university admissions and professional certification. In an assignment called “You Be the Grader,” the authors make use of learning-oriented assessment as a framework. They found that student responses revealed clear gaps to be taken up in subsequent instruction. In addition, boundaries were blurred between summative and formative assessment paradigms as students demonstrated their evolving views on academic writing as represented in the rubric, and metacognitive strategies such as planning for their future development beyond the assignment and the course.
