Journal of Writing Assessment

The JWA 18.1 editor's introduction contains Carl Whithaus's reflections on 10 years editing the journal. It also provides an overview of the six articles in the issue: Sallie Koenig, Catrina Mitchum, and Rochelle Rodrigo's (2025) exploration of completion rubrics on student learning and agency in online asynchronous courses; Maggie Fernandes, Emily Brier, and Megan McIntyre's (2025) critique of "ungrading" and development of alternative writing assessments to more effectively achieve the goals of "ungrading"; Kate L Pantelides and Erin Whittig's (2025) section introduction updating us on Student Self Placement (SSP); Amy Ferdinandt Stolley, Dauvan Mulally, and Craig Hulst's (2025)  30-year retrospective on how Directed Self Placement (DSP) has developed and changed over time at Grand Valley State University; Genie Giaimo and Kristina Reardon’s (2025) examination of how SSP can encourage changes across different writing courses at a small liberal arts college; and, Jessica Nastal and Kris Messer’s (2025) reflection on the history of SSP and particularly on how the three proceduing articles resonate with current work ranging from initial design of a college's SSP system to large-scale revisions of existing SSP systems. 

This study examines how completion rubrics impact student learning and agency in online asynchronous courses. The study was conducted during the Fall 2021 term in three 7.5-week courses: two sections of ENGL101 and one section of ENGL300. The analysis focuses on student survey responses. We found that student responses focused on defining labor, coming to terms with invisible labor, how they experienced this new assessment system, their perceptions about the connection between assessment and learning, and finally four distinct time-related themes. First, time emerged as a theme while students defined labor. Second, it appeared repeatedly as students discussed invisible labor and grading not accounting for time a task might take. Third, students distinguished between how previous experience and skills impact an individual’s time on task. Finally, students associated saving time with gaining agency and being able to prioritize other areas outside of the class. Completion rubrics empowered students to make well-informed choices about where they spend their time, allowing them to prioritize their learning needs. However, designing equitable assessment systems requires considering classroom context as each context presents unique challenges and opportunities. This study offers valuable insights for designing more inclusive online course curricula and assessments that acknowledge and account for students’ time. 

Responding to the emergent discourse around “ungrading,” this essay articulates the need for disciplinary conversations about alternative writing assessments, conversations that center work on antiracism, Black Linguistic Justice, and anti-ableist composition pedagogies and policies. From that foundation, we argue, we have the chance to build concrete, specific, and equitable alternative assessment practices that also include the practices and voices of the faculty and graduate students most likely to be teaching first-year composition courses.

In this paper, two WPAs at small and highly selective liberal arts colleges (SLACs) discuss the process of developing and implementing a “wrap-around” directed self placement (DSP) model. Beginning with a braided narrative, the authors discuss the impetus for the DSP, its impact on course placement, as well as using DSP data to create robust support plans for individual students. Of course, given the elite nature of the authors’ institutions, we also discuss how to apply a DSP model in a competitive and highly selective context where there are few, if any, developmental courses. Here, we offer possibilities for DSPs at SLACs that include retention and persistence tracking, as well as tracing self-efficacy by disciplinary specialization (i.e., STEM). We end by sharing our instruments and guidance on how SLAC WPAs can use DSP in novel and more comprehensive ways.

As the origin of directed self-placement (DSP), Grand Valley State University is in the unique position of having created, adapted, and maintained a DSP program for almost thirty years. This article explores the history of GVSU’s placement practices to articulate what we have learned about DSP amid our institution’s changing academic landscape. Using interviews and reflections from past and current administrators who lead our placement practices, we demonstrate that the philosophical foundation of DSP—student self-efficacy—remains the guiding light of our placement practices. However, we argue that multiple changes experienced at many institutions, including new admissions standards, changing student demographics, and the lingering effects of the COVID-19 pandemic, require WPAs to consider new questions about DSP to ensure that our placement practices promote equity and access to all students.