Understanding Multimodal Assessment Practices in Higher Education to Improve Equity  (Poster 44)

• In Event: Thursday Poster Session 10:50 am
  In Poster Session: Technology, Instruction, Cognition, and Learning SIG Poster Session

Abstract

Researchers have shown that multimodal assignments can improve student engagement, offer different paths for meaning making or accessing information, and shift top-down power structures often inherent to classrooms. However, despite the growing interest in including multimodal assignments in courses, many instructors still struggle with how to assess them and may continue to value print-based modes. This study explores how 10 university instructors create, assess, and conceptualize multimodal assignments in their courses through an analysis of their rubrics and course content as well as focal group and individual interviews. Findings indicate that there is a desire to include multimodal assignments but there is little focus on how modes work together within assignments in assessments. 

Authors

• Olivia G. Stewart, St. John's University

• Ekaterina Midgette, St. John's University

• Ian August, St. John's University