Issues in Large-Scale Writing Assessment: Perspectives from the National Assessment of Educational Progress
Abstract
This article reviews the development of the framework for the 2011 National Assessment of Educational Progress in writing. An issue paper commissioned by the National Assessment Governing Board is used to consider a number of continuing issues in large-scale assessment of writing, including the definition of the domain of writing tasks, which tasks should actually be assessed at which grade levels, the relationship of the assessment to postsecondary demands, the role of commonly available tools such as word processing software in the construct of writing achievement, the specification and measurement of achievement, the development of appropriate topics for writing, the issue of time for writing, and accommodations for English learners, students with disabilities, and low achievers.