Writing assessment can be used for a variety of purposes, both inside the classroom and outside: supporting student learning, assigning a grade, placing students in appropriate courses, allowing them to exit a course or sequence of courses, certifying proficiency, and evaluating programs. Given the high-stakes nature of many of these assessment purposes, it is crucial that assessment practices be guided by sound principles that are fair and just and specific to the people for whom and the context and purposes for which they are designed. This position statement aims to provide that guidance for writing teachers and administrators across institutional types and missions. [This statement was originally written in November 2006 and revised April 2022 by the Task Force to Create CCCC Guidelines for College Writing Assessment: Inclusive, Sustainable, and Evidence-Based Practices.]