To meet the current trends in higher education, there is accountability on EAP programmes to prepare and assess students’ access to higher education. Thus, multimodal tasks including integrated writing (IW) assessments have seen a resurgence because they arguably closely mirror academic writing. However, test practicality constraints and variability in the use and format of these assessments mean rating scales often fall short in substantiating the central claims of IW assessment. We developed an integrated reading-writing scale taking into account reading-writing requirements and empirical research on IW tests designed to assess readiness for first-year humanities and social science courses. We approached test development as part of the ongoing validation efforts, detailing the considerations involved in the scale development process. We argue that alignment with academic writing requirements should guide the development of IW tests, thereby acknowledging and comprehending nuances of academic writing. The paper demonstrates considerations and decisions in scale design as the validation process from the start, which is a reminder that assessment is not just a quantitative exercise but a multifaceted process. • The design of a rating scale for first-year undergraduate academic writing is detailed. • Emphasis is placed on the role of reading in integrated writing scales. • Academic argumentation, rather than solely source-use mechanics, is considered. • Implications for construct operationalisation in academic evaluations are offered.

Research into the contribution of multimodality to language learning is gaining momentum. While most studies pave the way for new understandings of language teaching and learning, there is an increasing demand for comprehensive assessment practices, particularly within higher education contexts. A few studies have emphasized the importance of reflecting on and establishing criteria for the assessment of multimodal literacy. This is necessary to understand students’ contributions in detail and to provide them with effective support in developing their multimodal skills. This study discusses the assessment of multimodal writing in English for Specific Purposes (ESP) contexts. It presents the design of an analytical tool for assessing multimodal texts and provided an example of its application. This tool covers assessment categories such as language use, content expression, interpersonal meaning, multimodality, and creativity and originality. As an example, we focus on the multimodal writing of a video game narrative, a genre that requires the integration of multiple modes of communication to convey meaning more effectively. Finally, this study offers pedagogical insights into the assessment of multimodal literacy in ESP.