This position statement from the Conference on College Composition and Communication begins with a "foundation claim": in all situations calling for writing assessment, the primary purpose of the specific assessment should govern its design, implementation, and the generation and dissemination of its results. It describes 10 assumptions about writing assessment, including language is by definition social, writing ability is a sum of a variety of skills, assessment tends to drive pedagogy, and the means to test students' writing ability shapes what they consider writing to be. It lists 5 rights and responsibilities of students; 8 rights and responsibilities of faculty; 6 rights and responsibilities of administrators and higher education governing boards; and 3 rights and responsibilities of legislators. It concludes that, when conducted sensitively and purposefully, assessment can have a positive impact on teaching, learning, curricular design, and student attitudes. (RS)