Measuring and assessing the development of foreign language writing competence

This paper discusses the development of writing skills of Dutch students of English and Spanish as foreign languages. Essays written in three consecutive years were analyzed for essay length, word length, and type/token ratio — reflecting linguistic competence. A selection of essays was analyzed for argument structure and the use of cohesive devices. These same essays were ranked holistically by experienced lecturers. Students develop linguistic and discourse competences, but differ according to language, proficiency level, and year of study. Assessors’ arguments for ranking are related mainly to the students’ linguistic competence. The implications of our findings for research and teaching are discussed.