Computerized Writing Assessment Technology: Business Law Students Weigh in on its Use in the College Classroom for Developing Workplace-ready Writing

• Literatures on business student writing competency and computerized writing assessment technology are reviewed.
• 84% of students believe their writing is workplace-ready; the data suggests otherwise.
• Grammar and mechanics are identified as the most prevalent business student writing deficiencies.
• Although student writing is not initially workplace ready, it can be guided in that direction through the use of computer writing assessment technology.
• Students perceive writing assessment technology to be helpful in validating or improving their writing competency and in reminding them of, or teaching them the rules of grammar.
• Student use of computerized writing assessment technology reinforces the importance of the editing in the writing process.

Given the documented concerns of employers about writing competency among workers, it is desirable for instructors across disciplines, and particularly in business schools, to prioritize the development of student writing so that it is workplace-ready. This article reviews the literature on 1) undergraduate business student writing and its preparedness for the workplace, and 2) computerized technology available for assessing and providing feedback on student writing in the college classroom. It reports on a study that examines student use of the computerized writing assessment technology Criterion™, produced by the Educational Testing Service, for writing assignments in an undergraduate business law class. It presents the results of a survey of student perceptions about the usefulness of computerized writing assessment technology as an instructional aid in writing development. Student feedback was positive with over 95% of students finding the tool to be very useful or helpful, thereby indicating that computerized writing assessment technology has the potential to become a valuable instructional tool across the curriculum. Composition instructors knowledgeable about the use of such technology are poised to play a critical role in disseminating knowledge about such tools to colleagues in other disciplines, including business schools, in which composition is practiced.