You may remember, in a former post on Mar. 21, 2014, I (Cathy) shared some of my pre-service students’ multimodal projects. The dilemma facing me after these wonderful creations were submitted, was how to assess them. As these were only part of a larger assignment, I already had a rubric in place for whole project, but after seeing the brilliance of the multimodal aspect, I felt these alone warranted more thought and introspection on my part. Having a background in the arts, I was used to assessing creative process and final product, but this was different. Although artistic and expressive, this wasn’t “art”. Hence, I looked up a number of sources on assessing multimodal work and discovered a few different opinions.
Kalantzis, Cope & Harvey (2003) argued that a multimodal assessment needs to measure the creative process and the collaborative skills demonstrated. Jacobs(2013) suggested it wasn’t about the final product, but “watching and noticing what students are doing and then using that information to guide the students toward new skills and knowledge”. In the end I sought out the opinion of Gunther Kress, the founder of the Multimodalities Theory. Kress (2003) explained that representation and communication were an affective/cognitive semiotic process and this must be taken into account in the assessment. He suggested that I, as the teacher [educator] should not ask “How does this project match what I wanted or expected?”, but instead should ask, “How does this project give me insight into the interests and motivations of my learner?” I found this question quite insightful. In the end, I used Kress’ question to guide my feedback, which will hopefully guide the students toward new insights and knowledge. The required ‘grade’ was based on a combination of the learners’ expressed interests from within the context of the whole project (which was on diversity), the creative process and the collaborative nature of the work.
Through this process I discovered that assessing in the new age of multimodality demands mindfulness, insight and the ability to make many connections. To be effective, it also requires that the teacher educator, or teacher, know his/her students well. This type of assessment takes time, but it is much more meaningful. I have to admit, as much as the students loved doing these multimodal projects, I loved assessing them in this “new” way. We all got more out of the process. Below is a link to one more student project expressed as POW TOON digital creation. How would you assess it?
POW TOON Link