Assessment, the elephant in the room. While we’d love to let our students play with mobile apps and compose multimodal projects without being graded, we are still functioning under institutional umbrellas whose practices are required in our composition classes. One practice of which is assessment. When working with non-dominant mediums, our standards for assessment guidelines are fuzzy as we’ve launched ourselves out into a sea of unfamiliar genres and mediums. Consider that there are many types of assessment.
- How do we balance the goals of work and play in an institutional setting where we are expected to assess student learning?
- What forms of assessment seem appropriate for mobile multimodal projects?
- What should we consider when assessing student multimodal projects?
- Recognize Situatedness of Assessment Needs & Resources
- Emphasize Student Need for Clarity in Assignment Design and Assessment
- Explore Alternatives to Traditional Assessment for Encouraging Revision and Reflection
post by Jennifer J Buckner
References and Resources
Kent State Dept of English- A Guide for Multimodal Assessment, heuristic designed using common rhetorical frameworks used in composition, rhetoric, and visual rhetoric
McKee, Heidi A., and Dànielle Nicole DeVoss DeVoss, Eds. Digital Writing Assessment & Evaluation. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2013. Web.
Position Statement on Multimodal Literacies. NCTE Position Statement. A summary statement developed by the Multimodal Literacies Issue Management Team of the NCTE Executive Committee. NCTE Executive Committee, November 2005
Shipka, Jody. Toward a Composition Made Whole. Pittsburgh, PA: U of Pittsburgh Press, 2011. Print.