Considering Design: The Challenges of Assessing Multimodal Texts

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Author(s): Nicholas E. Husbye (University of Missouri, St. Louis, USA)and Julie Rust (Indiana University, USA)
Copyright: 2014
Pages: 15
Source title: Exploring Multimodal Composition and Digital Writing
Source Author(s)/Editor(s): Richard E. Ferdig (Research Center for Educational Technology - Kent State University, USA)and Kristine E. Pytash (Kent State University, USA)
DOI: 10.4018/978-1-4666-4345-1.ch009

Keywords: Digital Communications / Information Science Reference / Media & Communications / Multimedia Technology

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Abstract

Technology continues to change the possibilities for text creation within the classroom, promoting student engagement in multimodal text production. Such a shift requires corresponding shifts in assessment discourses, from a justification for assigning a particular grade to a reflection of both the students’ learning and intention. This chapter presents insights from classroom researchers as they engage in multimodal text creation with both elementary and secondary students, highlighting the tensions present in attempting multimodal text creation with students while attempting to adapt print-centric assessment models. This work suggests a needed move away from traditional assessment tools, such as rubrics, and an increased awareness on behalf of teachers in regards to the intentions of students within the multimodal text creation process.

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Considering Design: The Challenges of Assessing Multimodal Texts

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