Abstract
This paper reviews the history of writing
assessment and then reflects on ways our current assessment practices should
evolve and adjust to the ways we make meaning today. The paper proposes that with the increased amount
of reading and writing we do on the web using images and texts, it is important
to ensure that writing assessments account for these emerging and perhaps
dominant forms of literacy. The paper defines and analyzes digital literacies:
visual and internet and what they would look like in our writing assessments
