An explanation of the history of standardized tests in the US reveals the ways they have shifted from tools of articulation to tools of accountability not only in K–12 classrooms but also in higher education. Understanding the competing interests at play and the potential effects of the Common Core State Standards at the college level is crucial to reasserting assessment as a teaching and learning practice instead of a system of accountability.

This article synthesizes and extends data from some of the most prominent and promising large-scale research projects in writing studies while also presenting results fromthe authors’ own research. By juxtaposing these studies, the authors offer a complex understanding of writing practices at the high school and college level. Future directionsare suggested in light of these research findings.