Assessment literacy remains one of the most unexplored and untaught dimensions within teacher training. Writing assessment, moreover, is an even more overlooked facet of assessment literacy. Without the proper training, teachers in all disciplines may struggle with properly assessing student writing and providing timely and accurate formative feedback. In this study, therefore, I investigated the writing assessment culture of a 6-12 magnet school. I completed a writing assessment inventory to gather the writing assessment beliefs and practices in each department at the school through a mixed-methods survey.