Assessment, including writing assessment, is a form of social action. Because standardized tests can be used to reify the social order, local assessments that take into account specific contexts are more likely to yield useful information about student writers. This essay describes one such study, a multiple-measure comparison of accelerated summer courses with nonaccelerated courses. We began with the assumption that the accelerated courses would probably not be as effective as the longer courses;but our assessment found that assumption largely to be incorrect. Contextual information made it clear that students were taking summer accelerated courses strategically, for reasons we had been unaware of and in ways that forced us to reinterpret their writing and our courses.