Blurb:

Oskoz and Elola argue that traditional evaluation practices fall short of delivering a comprehensive assessment of student writing, which may now reflect the nuances and possibilities of digital genres and tools. The authors therefore emphasize the need to examine both the linguistic and non-linguistic components of, for example, collaborative work in wikis, blogs and their impact on audiences, the use of hashtags in Twitter, and the selection and integration of sounds and images in digital stories. Collaboration with others, engagement with the audience, involvement with the community, and the intermingling of images, sound, and text are all factors that will demonstrate learners’ growing skill in conveying meaning. The authors argue for the need to include students in the development of assessment criteria by asking them to reflect on relationships within and across expressive modes as well as on the audience, the genre, and matters of authorship and ownership.