The language arts assessment developed for use in grade 8 of the Cherry Creek Schools in Englewood (Colorado) is described. In 1988-89, the assessment in use was modified substantially to reflect a holistic approach through an assessment based entirely on a written product. Students are provided with multiple sessions in which to draft, edit/revise, and compose a final copy of their work. This approach reflects the real-life situation and the student's best level of performance. Production of the writing sample is integrated into a complete 3-week instructional unit. The process, which requires year-long teacher involvement, includes the following major components: (1) selection of the writing team; (2) creation of the assessment unit; (3) literature selection; (4) development of the scoring guide; (5) multiple student activities; (6) the writing assignment; (7) research and evaluation staff tasks; (8) training of scorers; (9) scoring of the papers; and (10) feedback. Only 16 of 1,827 papers in 1989-90 received a failing score. The format of the language arts assessment parallels the educational activities it purports to measure and provides the test taker with some useful knowledge in the process of taking the assessment. The instructional impact of this type of assessment is discussed. The assessment unit, with 16 attachments consisting of the instrumentation and scoring materials, is attached. (SLD)