Ruecker, T., & Crusan, D. (Eds.). (2018). The politics of English second language writing assessment in global contexts. New York, NY: Routledge.

Rarely does an academic publication evoke strong emotions in the reader, yet The Politics of English Second Language Writing Assessment in Global Contexts (Ruecker & Crusan, 2018) is likely to find a highly empathetic—if slightly disaffected—audience. Going simply by the title, the target readership for this book would be ESL/EFL writing instructors. The book will appeal to a wide readership beyond this niche, however, to include those interested in the evolution and impact of high-stakes assessment of any flavor, the spread of linguistic imperialism, and the influence of language policies. In keeping with the title, editors Todd Ruecker and Deborah Crusan have ensured that the scope of the book is truly international, bringing together researchers and teachers from around the globe with a refreshing breadth of contributions from our EFL colleagues. That said, readers curious about divergent practices across borders will find a common theme of practitioners grappling with the consequences of mandated exam policies on teaching and learning.

The book consists of 19 chapters divided into three parts. Part 1, Local and National Policy Contexts, covers how broad policies shape practice. Part 2, High-Stakes Assessment, explores how high-stakes assessment policies impact teachers and students. Part 3, Seeking Solutions: Assessing Better Locally and Internationally, presents strategies for addressing the needs of second language (L2) writing students in diverse populations. Each section includes a collection of research articles on assessment practices and shorter vignettes. The vignettes offer accessible practitioner reflections which could be useful for pre- and in-service teacher reading groups because the stories describe firsthand accounts and practical strategies of ways teachers and their learning communities have responded to evolving assessment requirements.

Part 1 sets the tone for the rest of the book. The contributing authors provide an insider’s perspective on classroom practices influenced by national- and program-level policies. One particularly noteworthy contribution, “Sociopolitical Contexts of EFL Writing Assessment in Vietnam: Impact of a National Project” by Xuan Minh Ngo, describes Vietnam’s Project 2020 through a narrative inquiry approach and perfectly captures the challenges with national language policies when there are conflicting stakeholder interests and the need for standardized assessment practices. In this instance, the mandated policy resulted in a de-evolution of classroom practice for writing assessment with one school moving from portfolio-based feedback to discrete-item multiple-choice grammar and vocabulary questions. Contributing author Hadi Banat captures the intent of Part 1 well in her description of disparate experiences as a writing instructor at two universities in the United Arab Emirates: “Writing instructors had the knowledge and tools needed to develop and improve L2 writers’ abilities; however, they were crippled in face of the difficulties and tensions posed by uniformed policies” (p. 62).

Part 2 of the book will appeal to those interested in L2 assessment practices and, more specifically, in the nuances of writing assessment. There are detailed examples of assessments from different contexts, to include prompts and grading rubrics, followed by a critical examination of their impact on classroom teaching. Though the majority of researchers describe the negative washback effects on classroom teaching, one chapter provided evidence that high-stakes examinations can result in positive washback. Kremmel, Eberharter, and Maurer’s contribution, “Righting Writing Practices? An Exam Reform’s Impact,” analyzes the adoption process of a communicative curriculum at the secondary level in Austria, followed by the implementation of communicative exit exams. In this particular example, the government realized that teaching methods would not evolve if the final exam remained the same, and thus implemented the change.

The effects of high-stakes assessment are not limited to pedagogical practice. Chapter 13, “Impacts and Responses to a University High-Stakes Writing Test”by Gordon Blaine West and Bala Thiruchelvam, takes a critical look at a standardized English exam, the Computer-Based English Test (CBET), at one South Korean university. They focus on the repercussions to students who fail the exam and subsequently are required to take a remedial course. Interview data revealed negative physical effects in delayed graduation and follow-on entry into graduate school or the job market, along with negative psychological effects in perceived self-worth. As a result of this situation, teachers assigned to the remedial course adopted an instrumental approach to facilitate students’ successful exit. The researchers raise important questions about the exam’s original intent vis-á-vis its impact on stakeholders.

Part 3 offers the reader several examples of how practitioners have adapted to address the needs of L2 writers in ESL/EFL contexts, to include learners with disabilities and K–12 students. The Chapter 15 vignette by Hee-Seung Kang speaks to the evergreen issue of accommodating L2 writers in mainstream discipline courses. The author presents several strategies that faculty members can incorporate into their course assignments to benefit all students, not just L2 writers. Some examples include allowing for multiple submission opportunities and ensuring that students have adequate time to complete assignments. This vignette segues nicely into an essay on adapting test formats to accommodate L2 learners with disabilities by Natalie Nordby Chen and Renée Saulter, who provide a thorough overview of the practices, considerations, and challenges in meeting the legal and ethical standards of accommodation with large-scale testing. The authors include recommendations that teachers can adopt to accommodate learners.

The Politics of English Second Language Writing Assessment in Global Contexts will resonate with any teacher involved in high-stakes assessment. Given the far-reaching effects of testing of this nature, one hopes that our ESL/EFL colleagues involved in advising on local or national policy will read this collection of case studies carefully. Equally as important, and underscored by Christine Pearson Casanave in the Afterword, are the voices of the contributors themselves through their ongoing work, which has the potential to influence other teachers, administrators, and policy makers toward constructive reform.

Note: The views expressed are those of the author and do not reflect the official policy of the Defense Language Institute Foreign Language Center, the Department of Army, the Department of Defense, or the U.S. Government.

Erin N. O’Reilly is instructional systems specialist at Defense Language Institute Foreign Language Center in Monterey, California, USA.