Assessing Digital Multimodal Composing in Secondary Classrooms: Leveraging Transparency, Relationality and Activism

• In Event: Viscerality, Relationality, and Spatiality in Digital Literacies

Abstract

This presentation discusses the emergent need to further theorize classroom assessment practices revolving around digital multimodal composing (DMC) in disciplinary secondary classrooms. Adopting a justice-oriented approach to assessment, this ethnographic case study with Grade 8 students in three English Language Arts classrooms in Western Canada sought to explain how a teacher-student-balanced approach to DMC assessment can illuminate the affordances of digital and multimodal resources in disciplinary learning, foster teacher-student trusting relationships, and leverage youth activism.

Authors

• Jonathan Ferreira, University of British Columbia

• Michaela Rezler, Vancouver School Board

• Michelle Moldowan, Lord Byng Secondary