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Considering Design: The Challenges of Assessing Multimodal Texts

Considering Design: The Challenges of Assessing Multimodal Texts

Nicholas E. Husbye, Julie Rust
Copyright: © 2014 |Pages: 15
ISBN13: 9781466643451|ISBN10: 1466643455|EISBN13: 9781466643468
DOI: 10.4018/978-1-4666-4345-1.ch009
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MLA

Husbye, Nicholas E., and Julie Rust. "Considering Design: The Challenges of Assessing Multimodal Texts." Exploring Multimodal Composition and Digital Writing, edited by Richard E. Ferdig and Kristine E. Pytash, IGI Global, 2014, pp. 135-149. https://doi.org/10.4018/978-1-4666-4345-1.ch009

APA

Husbye, N. E. & Rust, J. (2014). Considering Design: The Challenges of Assessing Multimodal Texts. In R. Ferdig & K. Pytash (Eds.), Exploring Multimodal Composition and Digital Writing (pp. 135-149). IGI Global. https://doi.org/10.4018/978-1-4666-4345-1.ch009

Chicago

Husbye, Nicholas E., and Julie Rust. "Considering Design: The Challenges of Assessing Multimodal Texts." In Exploring Multimodal Composition and Digital Writing, edited by Richard E. Ferdig and Kristine E. Pytash, 135-149. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4345-1.ch009

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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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