ABSTRACT
This chapter discusses integrated skills writing (reading-to-write) assessments with a particular focus on how they could be used to support the development of academic writing knowledge, skills, and abilities. The chapter first synthesizes research on the underlying construct that integrated assessments elicit and what has been learned about approaches to task design. The second part of the chapter discusses how integrated assessments can support student learning and language development. This section delves more deeply into theories and practice on incorporating assessment, specifically integrated tasks, into learning effectively by focusing on how to design integrated tasks and provide feedback for learning. The final section of the chapter proposes future directions for both research and the use of integrated assessment for learning with an emphasis on how they can serve equity and fairness in language learning contexts.
