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LaFlair∗ , Yena Park∗ , Andrew Runge∗ , Alina A. von Davier∗ , Kevin P. Yancey∗ , Ben Naismith∗ , Ping-Lin Chuang∗  \nAbstract  \nAssessments, especially those used for high-stakes decision making, draw on evidence-based frameworks. Such frameworks inform every aspect of the testing process, from development to results reporting. The frameworks that language assessment professionals use draw on theory in language learning, assessment design, and measurement and psychometrics in order to provide underpinnings for the evaluation of language skills including speaking, writing, reading, and listening. This paper focuses on the construct, or underlying trait, of writing ability. The paper conceptualizes the writing construct for the Duolingo English Test (DET) . This work is situated in the Burstein et al. (2022) theoretical ecosystem for digital-first assessment, the first representation of its kind that incorporates design, validation/measurement, and security all situated directly in assessment practices that are digital first. The paper first provides background information about the DET and then defines the writing construct, includingthe purposes for writing. It also introduces principles underpinning the design of writing items and illustrates sample items that assess the writing construct. Furthermore, it details the DET’s integration of dynamic task types and the application of artificial intelligence (AI) in item generation and real-time adaptation, presenting a distinctive approach to evaluating the writing construct in a computer-based testing environment.  \nLast Update: June 2025  \nKeywords  \nDuolingo English Test, digital-first assessment, language assessment, L2 writing, second language writing, writing assessment  \nContents  \n1 Introduction ................................................................ 3  \n2 Theoretical background for DET writing assessment ........................................... 3  \n2.1 Cognitive processes and writing skills ................................................ 3  \n2.2 CEFR written production ....................................................... 4  \n2.3 Purposes of writing ......................................................... 4  \n2.4 Sociocognitive frameworks ...................................................... 5  \n3 Item design ................................................................ 5  \n3.1 Picture Description (Writing) ..................................................... 5  \n3.2 Interactive Listening Summarization ................................................. 6  \n3.3 Interactive Writing .......................................................... 6  \n3.4 Writing Sample ............................................................ 6  \n4 Item development and scoring ....................................................... 8  \n5 Evidence-specification activity ....................................................... 8  \n6 Test-taker readiness materials and practice tests ............................................. 8  \n∗ Duolingo, Inc.  \nEmail: [englishtest-research@duolingo.com](englishtest-research@duolingo.com)  \n7 Summary ................................................................. 8  \n8 References ................................................................. 10  \n1 Introduction  \nThe Duolingo English Test is a digital-first* , computerized-adaptive, high-stakes English language proficiency assessment. A primary test purpose is to inform admissions decisions at English-medium universities (Naismith et al., 2025) . The DET assesses the four language constructs of Speaking, Writing, Reading, and Listening (SWRL), and it is aligned to the proficiency levels ","cbCaimdrPfkEnD49","https://ap.wps.com/l/cbCaimdrPfkEnD49","pdf",1896386,"English","# 1 Introduction\n# 2 Theoretical background for DET writing assessment\n## 2.1 Cognitive processes and writing skills\n## 2.2 CEFR written production\n## 2.3 Purposes of writing\n## 2.4 Sociocognitive frameworks\n# 3 Item design\n## 3.1 Picture Description (Writing)\n## 3.2 Interactive Listening Summarization\n## 3.3 Interactive Writing\n## 3.4 Writing Sample\n# 4 Item development and scoring\n# 5 Evidence-specification activity\n# 6 Test-taker readiness materials and practice tests\n# 7 Summary\n# 8 References","[{\"question\":\"DET 写作能力构念（writing construct）如何被定义与概念化？\",\"answer\":\"报告将写作构念置于数字优先评测的理论生态系统中，结合语言学习理论、评测设计与测量/心理计量学，用于支撑对写作能力的评估与解释。\"},{\"question\":\"DET 的写作部分包含哪些任务类型？\",\"answer\":\"写作通过四类任务评估：Picture Description（写作）、Interactive Listening Summarization、Interactive Writing，以及 Writing Sample。\"},{\"question\":\"报告如何说明 AI 在写作题目生成与适应中的作用？\",\"answer\":\"文中描述 DET 使用人机协同的人在回路流程，在项目开发、自动评分、监考与安全环节中由技术与人工共同参与；同时通过 AI 生成题目与实时适应来评估写作构念。\"}]","Duolingo English Test—Writing Construct - Research Report DRR-22-3 - Construct conceptualization | PDF",25]