Green Squiggly Lines:

Self Assessment, Reflection, and a Wider Audience

So what does this all mean? It suggests that as Edward M. White (1991) needed to build his arguments for holistic assessment on ideas of reading that radically challenged the privileging of the text as decontextualized products that assessment systems intended to account for the complexities of student work in environments where software reads, evaluates, and responds to the composing student need to draw on models of communication that reflect the complexity of the composing environment.

These models will include the macro-level elements of student reflection and contextually-rich evaluations developing in electronic portfolio systems. But they also should acknowledge the micro-level interaction that occurs between student and the screen.