History and Evolution of Writing Assessment
Writing assessment emerged in the early 20th century as a classroom practice. High-stakes and standardized tests, such as the SAT, were introduced during this time. In the 1930s, there was a shift towards indirect assessment, as it was more cost-effective and believed to be reliable. However, concerns arose about the disconnect between what students were tested on and what they were taught. This led to a push for locally designed assessments that focused on writing process and revision.
Major Concepts
Validity and reliability are key concepts in writing assessment. Validity refers to the appropriateness and effectiveness of an assessment for its intended purpose, while reliability measures its consistency. Direct assessment includes writing samples, while indirect assessment uses multiple-choice questions.
Methods of Writing Assessment
Portfolio assessment involves collecting multiple writing samples over an extended period, allowing assessors to evaluate writing development and growth. Timed essay tests are used to place students into appropriate writing courses. Rubrics provide specific criteria for evaluating writing, ensuring consistency. Automated essay scoring uses computer algorithms to score essays, reducing potential bias.
Racial Bias in Writing Assessment
Scholars have investigated the influence of race on writing assessment performance. They argue that racial inequalities in writing assessment often result from "silent" racism, where non-racial reasons are used to justify disparities. This highlights the need for assessment practices that explicitly address the intersections of race and writing.
Implications for Writing Instruction
Writing assessment not only evaluates student writing but also influences writing instruction. The type of assessment used can shape the content and quality of writing instruction. Direct assessment methods that focus on actual writing samples provide richer data for teachers to support student learning and development.