National assessments yield a description of the proficiency level in a domain while accounting for differences between tasks. For instance, in writing assessments the level of proficiency is typically evaluated with a variety of topics and multiple tasks. This enables generalizations from specific tasks to a domain. In (quasi-)experimental research, however, writing skills are often evaluated with a single task. Yet, conclusions about the effectiveness of the treatment are formulated on the level of the domain, which is, euphemistically put, quite a stretch. Although conclusions drawn about the effect of the treatment are specific to the task administered, they are often generalized to the domain without any form of reservation. This raises the question whether we can use the results of national assessments about differences between tasks in the analyses of experimental studies. In this paper, we demonstrate how the information of a baseline data set can be used as a kind of control condition in the analysis of an experimental study.

Keystroke loggers facilitate researchers to collect fine-grained process data and offer support in analyzing these data. Keystroke logging has become popular in writing research, and study by study we are now paving the path to a better understanding of writing process data. However, few researchers have concentrated on how to bring keystroke logging to the classroom. Not because they are not convinced that writing development could benefit from a more process-oriented pedagogy, but because 'translating' complex and large data sets to an educational context is challenging. Therefore, we have developed a new function in Inputlog, specifically aiming to facilitate writing tutors in providing process feedback to their students. Based on an XML- logfile, the so-called 'report' function automatically generates a pdf-file addressing different perspectives of the writing process: pausing, revision, source use, and fluency. These perspectives are reported either quantitatively or visually. Brief introductory texts explain the information presented. Inputlog provides a default feedback report, but users can also customize the report. This paper describes the process report and demonstrates the use of it in an intervention. We also present some additional pedagogical scenarios to actively use this type of feedback in writing classes.