ABSTRACT
This chapter examines issues and recommendations for the measurement of L2 writing ability. It first takes a close look at how SLA researchers and language testers have differentially defined the construct of L2 writing, thus questioning the underlying skills and abilities that researchers may desire to assess. The chapter also considers key features of task design and ongoing issues in human and automated scoring of learners' writing. The chapter concludes with recommendations for more reliable and meaningful L2 writing assessments.
