Teacher-assessors face particular challenges when working with portfolios containing both revised and timed student writing.

In this study, we compared self-revised essays to timed writing exams written by students in a developmental English course in a community college. Using a multiple-trait rubric, we found that self-revised essays showed greater elaboration than timed writing exams, and that elaboration and focus correlated only for self-revised essays. We argue, based on these findings and on theoretical grounds, for further exploration of the self-revised essay as an authentic portrait of student writing ability.