Journal of Writing Assessment

In 2021, the University of California System ended its decades-old timed writing assessment for course placement, due in part to challenges presented by the COVID-19 pandemic. Beyond practical crisis, however, the event marks a sea change in educational philosophy away from a universalizing model of cognitive development, which dominated in the 1970s and 1980s, towards a concern for social mobility and student self-assessment. The article explores the historical factors that led to this change, including the emergence of the social mobility index as a new method for evaluating student success. It also unpacks UC's discourse on preparatory education and levels of proficiency, emphasizing instead fairness in writing assessment.