Intended for writing instructors and content instructors who require writing in their courses, this document describes a college's writing skills assessment program and reviews the implications of a campus-wide approach to evaluating writing. The paper emphasizes that the scoring of placement and developmental English exit exams is done by the Composition Board, a group of English faculty and faculty from other academic departments that assumes responsibility for all writing assignment tasks, including designing and field testing topics, refining the evaluation criteria, and training new readers. The paper then outlines the development of the program, the reasons for selecting faculty from a variety of academic disciplines, and early decisions of the board (including those about a philosophy of competence, testing students, composition topics, evaluation criteria, and assessment procedures). Next, the paper describes the effectiveness of the Composition Board, the advantages of having placement decisions made by a multi-discipline faculty, and the limitations of the system. The appendix includes the evaluation scale for the writing assessment test. (EL)