Integrated writing assessments reflect real-life academic writing tasks and are used in various second language testing contexts. This dissertation focuses on assessments that combine listening and writing, which are administered to high school English language learners (ELLs). This research examines 1) how accurately the writing scores reflect ELLs actual writing proficiency and 2) ratersâ’s decision-making processes. The results will provide second language test developers with unique insight into how to score more accurately and consistently.