This discussion of strategies for improving writing evaluation in a course in English as a Second Language begins with a brief review of relevant research and then offers concrete suggestions for improvement in testing. The suggestions are in the form of five general considerations rather than specific test-writing techniques. They include the following: (1) provide plenty of opportunity for students at all levels to practice the type of writing expected on the test; (2) make the assessment reflect the goal of the course, with mechanical and grammatical errors kept in the perspective of the overall communicative purpose of the text; (3) test a variety of skills and create writing tasks of varying lengths; (4) plan tests to be shorter and more frequent; and (5) create evaluation checklists or profiles to systematize grading, reduce bias, and communicate results to students. Ways in which curriculum and classroom activities can be adjusted to reflect these considerations and better prepare students for evaluation are offered. A 15-item bibliography is included. Sample grading criteria for compositions and sample criteria for use in a composition course (presented in Spanish) are appended. (MSE)