State academic standards broadly support the writing process, including the planning (prewriting), drafting, revising, editing, and publishing (sharing) stages. There is also widespread recognition that a valuable part of the process is conferencing, either between teacher and student, student and student (often referred to as peer feedback), or both. But how much do national and state "tests" support the writing process? Here, the author addresses each writing stage in turn, discussing the importance of each and showing how, with the exception of drafting, standardized tests fail to support them. (Contains 4 endnotes.)