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Article

Editor’s Introduction: Assessing Writing Programs and Their Impacts on Students

Whithaus, Carl

Journal of Writing Assessment, Volume 15, Issue 1 (2022)

This editor's column provides an overview of Tamara Tate and Mark Warschauer's "Access, Digital Writing, and Achievement," Mary Stewart’s “Confronting the Ideologies of Assimilation and Colorblindness in Writing Program Assessment through Antiracist Dynamic Criteria Mapping," and Analeigh Horton's “Two Sisters and a Heuristic for Listening to Multilingual, International Students’ Directed Self-Placement Stories.”

Cover page: Editor’s Introduction: Assessing Writing Programs and Their Impacts on Students

Creative Commons 'BY-NC-ND' version 4.0 license

Article

Editor’s Introduction: Contract Grading, Portfolios, and Reflection

Whithaus, Carl

Journal of Writing Assessment, Volume 16, Issue 1 (2023)

The articles in this issue examine the continuing use and development of contract grading in college and high school writing courses (DasBender et al. and Watson); time and labor as important influences despite most often being seen as outside of the construct of writing (Del Principe); and the treatment of reflection within writing assessment theory and practice (Ratto Parks).

Cover page: Editor’s Introduction: Contract Grading, Portfolios, and Reflection

Article

Editor’s Introduction: Special Issue on Student Self Placement (SSP)

Whithaus, Carl

Journal of Writing Assessment, Volume 17, Issue 1 (2024)

Cover page: Editor’s Introduction: Special Issue on Student Self Placement (SSP)

Article

Editor’s Introduction: The “Accidental California Issue” – Critical Questions about Fairness and Equity in Writing Assessment and Placement

Whithaus, Carl

Journal of Writing Assessment, Volume 17, Issue 2 (2024)

JWA 17.2 features five articles that explore these evolving practices and critical questions around fairness and equity. Daniel Gross (2024) examines the implications of construct validity in the discontinuation of the Analytical Writing Placement Examination (AWPE) at the University of California. Julia Voss, Loring Pfeiffer, and Nicole Branch (2024) share how they used interviews from programmatic assessment to understand student learning outcomes in ways that value minoritized students’ experiential knowledge. Edward Comstock (2024) investigates the interplay between self-efficacy and programmatic assessment, emphasizing the value of qualitative methods in evaluating writing programs. Sarah Hirsch, Kenneth Smith, and Madeleine Sorapure (2024) present on Collaborative Writing Placement (CWP). Julie Prebel and Justin Li (2024) critique of a first-year writing portfolio assessment through lenses of equity, curricular design, performance, and reliability.