Abstract
In this second article on the Analytical Writing Assessment (AWA), a new component in the Graduate Management Admission Test (GMAT), we analyze the AWA's contribution as a performance assessment and critique its potential usefulness as a diagnostic tool for management education. The AWA assesses writing as a high-level ability and thereby challenges its marginalization as a low-level skill in MBA programs. Holistic evaluation, which makes performance assessment of writing possible, however, cannot provide diagnostic information. Therefore, the AWA does not meet the expectations of GMAT-user schools who endorsed the test as a diagnostic instrument for identifying individual deficiencies. If business schools wish to determine students' needs for further work in writing, they must evaluate the essays locally. Ironically, this task may prove too costly for those schools enrolling students most in need of the diagnostic information.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
