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