Assessment was a featured topic of discussion for DMAC attendees both formally addressed on the schedule as well as in conversations. In interviewing participants about their multimodal assignments, assessment came up again.
Initially, I (Katie) think I’d hope to get a clearer idea of how to assess multimodal writing through these readings and more specifically through our interviews. But assessment is a gray area, to say the least, especially when considering new ways of composing.
Below are three vignettes of our participants’ thoughts on assessment. Their insight might not give a step-by-step, how-to approach, but they address what factors come into play when assessing multimodal works and the ways in which they are working through them.
Assessment as Rhetorical
Different Students, Different Skills
Reflecting on Assessment