Zines as Summative Assessment for Learning: Reimagining Rigor Through Creativity and Learning as Becoming (Stage 3, 2:08 PM)

• In Event: e-Lightning Ed-Talk Session 23 - Stage 3

Abstract

This mixed-methods study investigates zine-making as a summative assessment in a 300-level undergraduate educational psychology course. Twenty students created multimodal zines and delivered presentations as final projects. Data sources included the zines, transcripts, course materials, and interviews. Analysis followed a grounded, abductive approach informed by the Performatic Learning framework. Findings indicate that zines supported rigorous content synthesis while also fostering epistemic authorship, experiential understanding, cultural translation, and learner transformation. Rather than reducing academic demand, the format amplified learner investment and conceptual depth. The study offers empirical evidence that summative assessments can be reimagined as creative, identity-rich learning events—and positions Performatic Learning as both a theoretical lens and a design tool for educational innovation.

Authors

• April Ursula Fox, University of Nevada - Las Vegas

• Nicole J. Thomas, University of Nevada - Las Vegas