The Assessment of Writing in the Digital Age in a University Context

Abstract

This article examines the practices and perceptions related to assessment, particularly of writing, in a university context. To this end, we adopted a quantitative method based on a questionnaire addressed to students in the French language department at Ghardaïa. This tool allowed us to shed light on the practices and perceptions of assessment, as well as to highlight the problems and difficulties 
encountered by students. Assessment is an integral part of the learning process and the development of skills. The challenge lies in changing the learner's perception of assessment, which is often seen as punitive or even demotivating, and instead helping them to see it as a tool for progress.