<![CDATA[Writing is a complex skill that requires learners to integrate ideas, language knowledge, and genre awareness. Providing formative feedback can be challenging in digitally constrained semi-rural school contexts, particularly when students have digital literacy and technological skills. This study aimed to explore (1) the aspects of writing assessed by the teacher, (2) the process of digital writing assessment through Google Classroom, and (3) students’ responses to the assessment. The study employed an exploratory qualitative case-study design in a Grade VIII classroom at a semi-rural public junior high school in Central Java. Participants were one English teacher and fifteen students, five of whom participated in interviews. Data were collected over four weeks through classroom observations, interviews, document analysis, and Google Classroom records, supported by observation guidelines and interview protocols, and analyzed using thematic analysis. The findings revealed that the teacher employed an analytic, genre-based assessment covering content, organization, grammar, vocabulary, and mechanics, with particular emphasis on recount-text structure and grammatical accuracy, especially the use of the Simple Past Tense. Google Classroom supported a systematic assessment process involving assignment distribution, rubric-based assessment, digital submission, teacher feedback, revision opportunities, and grading. Students responded positively, reporting greater motivation, engagement, responsibility, and perceived improvement in their writing. Despite technological and time constraints, teachers and students adapted collaboratively. The study suggests that digital writing assessment depends on technology, pedagogical strategies, formative feedback, and students’ digital readiness.]]>
