Abstract
This article examines the relationship between computers and writing assessment. In addition to providing a review of the literature on computer-mediated assessment, the essay discusses the relationship of assessment and computers as two technological forms that share positivist assumptions about their value-free roles as instruments with application for solving large-scale problems independent of context. This technocentric use of computers and assessment is critiqued in terms of the prevailing theories of language and written communication that are dependent upon individual and group contexts. In this light, computerized assessment of student writing based upon analyses of word counts and other surface features of written communication is viewed as a relapse to student-writing assessment through the use of multiple-choice tests of usage and mechanics. Suggestions are offered for using computers to deliver, organize, review, and share assessment procedures that include the reading of student writing by human judges.
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