Writing assessment matters. It matters in the classroom, in entrance exams, and in standardized tests. All potentially impact writing development. How we give these kinds of feedback to learners and what they do with it, or feel enabled and compelled to do with it, are matters of equity. Just how so, for whom, and with what stakes are questions hotly debated in the media and scholarship. Few know this better than Mya Poe, the guest editor of 48.3, a special issue of RTE featuring international perspectives on diversity and writing assessment. Mya's research in this area includes the important book Race and Writing Assessment (with Asao Inoue). The issue includes an all star line up.
It features international scholars from across language and writing communities keenly interested in the effects a range of assessments have on diverse learners. David H. Slomp, Julie A. Corrigan, and Tamiko Sugimoto lead the issue with their article that "provides researchers, test developers, and test users with a clearer, more systematic approach to examining the effects of assessment on diverse populations of students." Mary Ryan and Georgina Barton's article details the teaching of writing in Australian elementary schools to reveal how diverse students create powerful identities for themselves in writing when given a space to do so. Asking how teachers define failure in students' writing, Asao Inoue explores "the nature and production of failure in writing classrooms and programs." Liz Hamp-Lyons widens the lens again to the global context:
"English tests have great value. Everywhere in the world, English proficiency is one of the essential keys to unlock the door of educational opportunity and all that promises for an individual’s future. The assessment of writing is, then, socially and politically significant not only within a country’s internal struggles for opportunity for all through quality education, but also between nations."
Global-scale tests in English proficiency, assessing writing at the university level, and every act of responding to writing in classrooms and third spaces impact diverse students especially. Together, these can perpetuate social inequities or help realize global equity. This issue offers paths of possibility to move us further along this continuum toward more equity for diverse learners. Hope remains strong.