News

Greetings and welcome to the Journal of Writing Assessment’s Reading List!

We are thrilled to release our Fall 2025 Issue, following the publication of the Journal of Writing Assessment’s Volume 18, Issue 2. Along with the new issue, we are also excited to announce a new team:

Reviewed by Isaac Castillo, San Diego State University

Melzer, D. (2023). Reconstructing response to student writing: a national study from across the curriculum. Utah State University Press.

Reviewed by Kat M. Gray, University of Arkansas

Inoue, A. B. (2024). Cripping Labor-Based Grading for More Equity in Literacy Courses. The WAC Clearinghouse; University Press of Colorado. Retrieved from https://wacclearinghouse.org/books/practice/cripping/.

Reviewed by Jen Daly, University of New Hampshire

Herman, J.L., Bailey, A. L., & Martinez, J. F. (Eds.) (2023). Fairness in educational assessment and the next edition of the Standards. [Special issue]. Educational Assessment, 28(2)

Greetings!

The Journal of Writing Assessment’s Reading List is thrilled to release our Summer 2024 Issue!

Reviewed by N. Claire Jackson, SUNY Geneseo

West-Puckett, S., Caswell, N. I., & Banks, W. P. (2023). Failing Sideways: Queer Possibilities for Writing Assessment. University Press of Colorado.

Reviewed by Virginia M. Schwarz (she/her), San Francisco State University

Wood, S. A. (2023). Teachers Talking Writing: Perspectives on Places, Pedagogies, and Programs. WAC Clearinghouse.

Greetings!

The Journal of Writing Assessment’s Reading List is excited to release our Summer 2023 Issue!

Our reviews in this issue explore four recent books related to assessment across a spectrum of educational contexts, including K-12 classrooms, two-year colleges, and four-year institutions. The texts also cover a range of assessment areas, including writing placement, writing in and across the disciplines, equitable classroom assessment, and high-stakes standardized testing in K-12 contexts. Reviews of the following texts are represented in this issue:

Reviewed by Anthony Lince, University of California, San Diego

Kelly-Riley, D., & Elliot, N. (Eds.). (2020). Improving outcomes: Disciplinary writing, local assessment, and the aim of fairness. Modern Language Association.

Reviewed by Jeremy Levine, University of Massachusetts, Amherst

Murphy, S., & O’Neill, P. (2023). Assessing writing to support learning: Turning accountability inside out. Routledge.