Assessing Students' Multimodal Compositions: A Systematic Review of the Literature

• In Event: 14.045 - Roundtable Session 2
  In Roundtable Session: 14.045-19 - The Materiality and Multimodality of Writing in the 21st-Century Classroom

Abstract

We report here the first stage of a systematic literature review pertaining to classroom assessment of students’ multimodal compositions. This review details the range of theories, methods, and recommendations that this corpus offers, as, to date, no systematic review of empirical literature examining practices and possibilities for assessing students’ multimodal compositions exists. We thus aim to fill this gap by considering not only what empirical studies suggest about what to assess and how but also future potentials for new assessment approaches that can reshape how writing and literacies are defined and operationalized in educational contexts. Our synthesis of 20 studies constitutes the first half of this systematic review and analyzes studies’ contexts, disciplines, content areas, theories, methods, and findings.

Authors

• Kate T. Anderson, Arizona State University

• Dani Kachorsky, Arizona State University - Tempe

• Megan Hoelting, Arizona State University - Tempe