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Internet research --- Cyberspace --- Research --- Internet dans la recherche --- Cyberespace --- Recherche --- Moral and ethical aspects. --- Social aspects. --- Aspect moral --- Aspect social

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Writing has changed due to the affordances of digital technologies, and writing assessment has changed as well. As writing programs integrate more digital writing work, students, teachers, and administrators face the rewards and challenges of assessing and evaluating multimodal and networked writing projects. Whether classroom-based or program-level; whether in first-year writing, technical communication, or writing-across-the-curriculum; whether formative or summative; and whether for purposes of placement, grading, self-study, or external reporting, digital writing complicates the processes and practices of assessment. The chapters in Digital Writing Assessment & Evaluation place emphasis on assessment of digital writing—the methodological, technological, and ethical approaches for and issues involved with assessing multimodal, networked texts (and the student learning they represent). Authors address questions such as: How do different approaches to assessing traditional writing (8 1/2 x 11 word-centric texts) port—or not—to the assessment of digital writing? What challenges and opportunities for assessment do multimodal, networked texts present to teachers, program administrators, state-wide organizations, etc.? What material and technological resources are needed when assessing digital writing and/or how might existing resources need to be modified? How are processes and products of selection, collection, and reflection different (or not) with the multimodal affordances of digital technologies? How do guidelines and outcomes of groups such as CCCC, NCTE, WPA, AAC&U, impact approaches to assessment? How might these guidelines and outcomes need to be revised to better address digital writing assessment? How might the multimodal, networked affordances of digital writing affect issues of equity and access? How might groups often disenfranchised by more traditional assessment be impacted by digital writing assessment? How might eportfolios be designed for showcasing the collaborative composing processes of multimodal and/or networked writing? By what criteria should program administrators and instructors assess and select course-management and/or eportfolio systems? The fourteen chapters are organized into four sections, addressing equity and assessment, classroom evaluation and assessment, multimodal evaluation and assessment, and program revisioning and program assessment. Andrea Lunsford provides the foreword to the book; Edward White is the author of the afterword.

English language --- Rhetoric --- Computer-assisted instruction. --- evaluation --- assessment --- digital writing

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Together, computerized writing environments (e.g., physical spaces, hardware, software, and networks) and the humans who use and support such technologies comprise complex ecologies of interaction. As with any ecology, a human-computer techno-ecological system needs to be planned, fostered, designed, sustained, and assessed to create a vibrant culture of support at the individual, programmatic, institutional, and even national and international level. Local and larger infrastructures of composing are critical to digital writing practices and processes. In academia, specifically, all writing is increasingly computer-mediated; all writing is digital. Unfortunately, at far too many institutions, it is difficult to sustain ecologies of digital writing. How then to best plan, foster, design, sustain, and assess the complex ecologies framing the study and practice of digital writing that we do (or hope to do) as teachers, scholars, learners, and writers? The audience for this collection is teachers, scholars, administrators, and graduate students working in fields of composition studies, computers and writing, technical/professional communication, literature, education, and English education. We all face the same dilemma: More and more of our work and instruction takes place in electronic environments, but budget constraints and assessment mandates loom, and often our positions within or institutions prohibit us from active participation in central computing endeavours. This necessarily multivocal collection refines our discussions of the many components of sustainability, providing contextual, situated, and flexible modes and methods for theorizing, building, assessing, and sustaining digital writing ecologies.

English language --- Report writing --- Electronic portfolios in education --- Hypertext systems --- English --- Languages & Literatures --- English Language --- Rhetoric --- Computer-assisted instruction --- Study and teaching --- ePortfolios in education --- Portfolios in education --- Hypertext --- Interactive multimedia --- Germanic languages --- English language -- Rhetoric -- Computer-assisted instruction. English language -- Rhetoric -- Study and teaching. Report writing -- Study and teaching. Electronic portfolios in education. Hypertext systems.