Writing Assessment in Electronic Contexts

Abstract: As electronic writing gains increasing prevalence in today’s society, workforce literacy educators are faced with new challenges to provide learners with opportunities for communicating within electronic contexts. With this, writing assessment in electronic environments may require new perspectives whereas electronic writing differs from traditional print composition. This study explores the assessment of electronic discussion entries produced by 47 workforce literacy learners over 11 writing sessions. Participants’ entries were scored in terms of quantity as well as quality using direct writing assessments. This paper will describe the context of the writing sessions as well as the development and implementation of the assessments