Chapter 6: Enabling Assessment over Time with Digital Writing Tools

Chapter Summary:

     This chapter begins with a discussion about how to assess digital writing. The author provides the story of the computer teacher grading the skills addressed by the program as opposed to the quality of the work. This story makes a great point because it is so true. Too many times, grading is focused on the tool used for creation as opposed to the content and quality of the work. The author stresses the need to grade the process of digital writing with both formative and summative assessments. Formative assessments include commenting, peer responses, and writing conferences while summative assessments are the final letter grade given (p. 105-106). The author then gives solid examples of formative and summative assessments that can be used with Digital Writing.

Making Connections:

     

     Classroom teachers should be able to use much of the advice in this chapter. The author outlines ways students can be assessed, something that I know I often have difficulty with when it comes to justifying some of my digital writing assignments.  Teachers should post and share the traits of effective and ineffective digital writers some place in their classroom, because this information is essential in creating a solid portfolio and web presence. The rubrics given in this chapter can be used in any subject area and are essentially completed, so the only planning involved would be creating an effective writing assignment.

Classroom Implication:

     With the various rubrics and assessment tools given, this chapter can be put into use in any classroom immediately. The resources given should help teachers when assessing digital writing, help students know what to focus on, and allow for more focused formative and summative assessments. Remembering that content is always the key element of the grade, the students ability to use a certain software or program should not be the main grading point. I always explain to my students not to be afraid of a new tool. If they concentrate on their information, purpose, and audience, the project will turn out well in the end.