A Student Reflective Tool for Assessing Multimodal Assignments

• In Event: Multimodal, Reflective, and Digital Literacies

Abstract

This study presents the development and implementation of a reflective assessment tool for multimodal assignments, addressing longstanding challenges of evaluating multimodal work equitably and efficiently. Grounded in critical media literacy and social semiotics, the tool encourages students to articulate their semiotic and rhetorical choices while fostering agency and critical engagement. Findings indicate that the tool enhances instructors’ insights into students’ meaning-making processes, supports real-time course adjustments, and promotes more inclusive and conscious decision-making in multimodal composition.

Authors

• Olivia Grace Stewart, St. John's University

• Ekaterina Midgette, St. John's University