This paper explores developments in technology-mediated writing environments that may support new forms of formative assessment and the closer relation of formative to summative assessment. Not only might these provide more learner-responsive and effective assessment of writing, but they may also support the assessment of disciplinary knowledge embedded in written and multimodal texts. After an overview of current debates on contemporary assessment practice, the paper goes on to develop six principles for effective assessment of writing. On this basis, the paper identifies potentially promising aspects of emerging processes of technology-mediated writing assessment.

Original languageEnglish (US)
Pages (from-to)79-96
Number of pages18
JournalComputers and Composition
Issue number2
StatePublished - Jun 2011


  • Assessment
  • Internet
  • Multimodality
  • Technology
  • Writing

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language
  • General Computer Science


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