Assessing Digital Storytelling Projects: A Triangulated Approach (Poster 39)

• In Event: Saturday Poster Session 3:05 pm
  In Poster Session: Literacy and Mathematics Instruction

Abstract

This conceptual paper supports the use of digital multimodal composition projects in K-12 English language learning settings by proposing the development of a product-based assessment rubric for digital stories (DSTs), using 1) Systematic Functional Linguistics' (SFL) Appraisal Framework (Ngo & Unsworth, 2015; Unsworth & Mills, 2020), (2) Rose's Sites of Visual Meaning-Making (Rose, 2016), and (3) Language Complexity (Bardovi-Harlig, 1992; Zheng & Warschauer, 2018). The proposed combination of frameworks supports the conceptualization of a product-based assessment rubric denoting a proportional relationship between the aim of the DST and the three frameworks. While more evidence for generalizability is needed, we seek to progress toward the establishment of validity arguments supporting the use of DMC. Research and pedagogical implications will be discussed.

Authors

• Stephanie Lissett Vigil, The Ohio State University

• Chia-Hsin Yin, The Ohio State University