Emphasizing the deficiencies of standardized assessments in measuring what counts for learners, the author highlights the complexity of assessment as well as the significance of the teacher-student relationship in learning.

Urges teachers to set up a program for testing writing which uses holistic scoring. (DD)

Discusses the problems of evaluating creativity, and explains a particular approach used by the author. (JL)

Describes a system to evaluate writing in which students use extensive marginal notes to comment on their own writing processes. Provides sample notes from a variety of student papers to illustrate the effectiveness of this system in increasing student knowledge and involvement. (KEH)

Noting that English teachers are often overwhelmed by the time they must spend grading papers, claims there is a need to rethink teaching philosophy and suggests specific methods for teaching writing and grading papers based on sound research-based theory. (NH)