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Assessment is an under-researched challenge of writing development, instruction, and teacher preparation. One reason for the lack of research on writing assessment in teacher preparation is that writing achievement is multi-faceted and difficult to measure consistently. Additionally, research has reported that teacher educators and preservice teaches may have limited assessment literacy knowledge. In previous studies, researchers have struggled to provide strong evidence of validity, reliability, and fairness across raters, writing samples, and rubric items. In the present study, we fill several gaps in the research literature by developing a rubric, the Writing Rubric to Inform Teacher Educators (WRITE), which utilizes a structure that promotes assessment literacy while raters score samples. Furthermore, using modern measurement theory, we strengthen the field’s understanding of writing assessment by providing evidence of validity, reliability, and fairness of scores to support the interpretation and use of the WRITE.

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This is an author-produced, peer-reviewed version of this article. © 2019, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International license. The final, definitive version of this document can be found online at Assessing Writing,

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