Assessing Multimodal Texts

Assessing Multimodal Texts: How is analyzing multimodal texts different from traditional texts? How can we prepare ourselves as teachers to assess them?

Required Readings:

• Hung, H.-T., Chiu, Y.-C. J., & Yeh, H.-C. (2013). Multimodal assessment of and for learning: A theory-driven design rubric: Multimodal assessment. British Journal of Educational Technology, 44(3), 400–409.
• Assigning and Assessing Multimodal Projects

Activity: Choose one video from this website.

Optional Reading:

• Deng, Y., Liu, D., & Feng, D. (William). (2023). Students’ perceptions of peer review for assessing digital multimodal composing: The case of a discipline-specific English course. Assessment & Evaluation in Higher Education, 48(8), 1254–1267.
• Ross, J., Curwood, J. S., & Bell, A. (2020). A multimodal assessment framework for higher education. E-Learning and Digital Media, 17(4), 290–306.

Then, create a rubric for how you would evaluate your chosen video. Be sure to consider all multimodal elements (e.g., music, image, sound, transitions, content, writing, etc.). Write a short 1-2 page narrative of how you decided on that evaluation criteria, citing the week’s readings. The narrative can either be a general description of a rubric for evaluating a video or reference your chosen video specifically.