Recommendations are made for the National Assessment of Educational Progress (NAEP) assessment of informative, persuasive, and imaginative writing. Five major objectives should be assessed by NAEP: (1) writing as a way of thinking and learning; (2) writing to accomplish a variety of purposes; (3) managing the writing process; (4) controlling forms of written language; and (5) valuing writing. However, the present scheme for design and selection of writing tasks is very general and does not seem to measure all five objectives. A better framework, like the one developed for the International Study of Achievement in Written Composition, is needed to define, classify, and interrelate what is assessed. Detailed task specifications are also needed, as well as expanded coverage of underrepresented tasks. A synthesis of current theory and research on writing skill development and assessment should be used to explain the reasons for including certain tasks. Use of task specifications is recommended to develop teacher-designed exercises, parallel tasks, and cross-age tasks. Allowing students to choose a writing topic, providing greater amounts of writing time, and paying more attention to writing in the content are among the improvements suggested. A more balanced combination of test developers should include state and local assessment personnel, curriculum experts, and representatives of the research and measurement communities. (GDC)