Abstract
California State University, Sacramento students’ writing processes on the Writing Placement for Juniors (WPJ) exams and 109W/109M portfolios were investigated as related to how many times students engaged in a particular step the in writing processes, including prewriting, revising and editing. General findings include support for portfolio as the form of writing assessment in which student engagement with all steps in the writing process significantly outnumber student engagement with all steps of the writing process on the WPJ. Implications for best practices and further research in writing assessment are included.