Peer evaluation of suspense writing

The objective of this paper is to bring about a reevaluation of writing assessment practices in engineering classes. The authors begin by drawing rhetoric (the knowledge base of effective technical communication) and engineering together, explaining how engineering work is rhetorical. From this theoretical vantage point, the authors argue for a change in engineering writing assessment practices. Specifically, they argue for an approach that favors formative assessment (focused on writing comments that lead to both better writing and better engineering) over summative assessment (which sees writing ability as separate from engineering design). The authors continue by revealing a scoring guide for the formative assessment of engineering reports, and detailing the process by which such a scoring guide may be created. Each criterion in the scoring guide is explained in terms of the rhetorical and engineering principles that it simultaneously addresses

"The Diagnostic Evaluation of Writing Skills" (DEWS ..

Evaluations of Your Writing or Employee and Team Writing The Evaluations

Toward Evaluation of Writing Style - ETS

In this collection, we have two primary emphases. First, we emphasize the assessment and evaluation of digital writing—the pedagogical, methodological, technological, and ethical approaches for and issues involved with assessing and evaluating multimodal, networked texts and the student learning they represent. Of course, nearly all writing today—even word‐ processed, alphabetic text—is digital, because it exists as pixels and bits on a computer at some point in the composing process. Our focus with digital writing is on multimodal and/or networked texts for which essayistic (Hesse, 1999) assessment and evaluation of writing cannot necessarily port over seamlessly. Second, we emphasize the use of digital technologies to change how writing (both digital and traditional) and writing instruction in large-scale programs is delivered and assessed. As we discuss below, we do not focus on the computer-scoring/machine-scoring of writing, but rather on digital distribution and collections systems like MinerWriter and My Reviewers.

Commenting on papers is an informal evaluation of writing

Web sites, blogs, tweets, text chats in massively multiplayer online games, status updates, remix videos, collaborative mashups, cloud computing, and content crowdsourced across continents: digital tools, technologies, and networks have transformed the processes and products of writing. So, too, have the contexts in which we engage in the teaching and learning of writing. Within this dynamic landscape—where established and emerging practices and processes interanimate and remediate—we as writing instructors and administrators face some challenging questions, particularly around the assessment and evaluation of student writing, including, but of course not limited to, questions like these:

Toward Evaluation of Writing Style: Finding Overly Repetitive Word Use in Student Essays
Evaluation of Writing Skills and the Levels of Difficulty - ACADEMIANS

National Evaluation of Writing Project School Partnerships

involving students in the evaluation of writing to decrease a teacher's paper load

Rethinking the evaluation of writing in engineering courses

A New Approach for Objective Evaluation of Writing Quality - Springer

Reading Research And The Evaluation of Writing