ABSTRACT
Writing competency, or 'written communication skill', is a fundamental learning outcome identified by institutions of higher education. This chapter begins with the theory and research that informs writing assessment then review the related practices. Writing assessment theory draws on theories about writing, as well as educational measurement. The chapter outlines key theoretical frameworks that should be considered in writing assessments, and also reviews threats to validity and discuss emerging consensus and implications. Writing is a social and contextually bound activity. Direct assessments of writing have also been criticized for problems with construct-irrelevant variance; that is, variations in scores that can be attributed to factors other than a candidate's writing abilities. Single-sample writing tests have been blamed for negative consequences on teaching and curriculum, especially when high stakes are attached. Traditionally, holistic scoring has been a popular method for rating writing samples whether single samples or portfolios.
