Article Summary and ReflectionWeek 10 Digital Literacies: New Models of Assessment

By: Christian Metrick EDUC 5304G: Digital Literacy For: Dr. Janette Hughes March 26th, 2012

Wyatt-Smith, C. & Kimber, K. (2009). Working Multimodally: Challenges for assessment. English Teaching: Practice and Critique, 8(3), pp. 70-90.

In the article, the authors provide persuasive argument that many concepts have been identified with regards to multimodal texts, but a clear definition and metalanguage is still needed. The authors state, As clearer definition is given to the multiple elements that constitute a multimodal presentation or performance, then definitive signposts can point towards a better alignment between practice and theoretical understandings about all that might be entailed in improving pedagogy and assessment for twenty-first-century Subject English. (p. 72). The article provides useful concepts and terms to describe the different elements of multimodal text including: design, visualization of literacy, modes/modal affordances, transmodal operation, cohesion, and staged multimodality. By incorporating or adapting these concepts into assessment practices the result would contribute to a greater understanding of multimodal teaching, learning and assessment. The principles for assessing multimodally section of the article was particularly insightful. Principle number two, states that the development of assessment practices for dynamic multimodal texts should involve dynamic tools. (p. 87). In the Ning discussion for the week an idea was brought up regarding the use of Camtastia to record the entire learning process. From the video demonstration of the use of Camtasia, the dynamic use of this software could be a powerful formative assessment tool. If multimodal presentation could be recorded throughout the entire process of a particular assignment, the students could demonstrate their learning at different points of the assignment. Furthermore, feedback could be given throughout the entire process by the teacher, or the

Camtasia videos could be presented online and other peers could offer suggestions and feedback as well. I think that as a summative assessment tool, it could also offer numerous advantages. In his video demonstration, Dan showed the potential of using Camtasia as a summative assessment tool. If the multimodal project involved the use of a rubric, then the rubric could be referred to directly, then opening the students multimodal project, aspects of the assignment or points of the presentation could be reviewed at exactly the moment where the presentation or story relates to the different criteria for the assignment. The opportunity also exists to record personalized feedback in the form of recorded voice. I think that Camtasia or a similar type assessment would be a powerful and dynamic assessment tool, and I will be implementing this in the future in my practice. From the Ning discussion this week, many of the comments and suggestions highlight the need for increased formative assessment and many ideas offered involved the use of portfolios. In the article What Happens between Assessments? (1996) by Jay McTighe, I find his analogy supporting the use of portfolios very useful and relevant, saying, Consider an analogy with photography. If a test or quiz represents a snapshot (a picture of learning at a specific moment) then a portfolio is more like a photo album a collection of pictures showing growth and change over time. This quote highlights the relevance of Stephanie Cs suggestion for students providing a portfolio while creating multimodal texts would illustrate students engagement, critical thinking skills and progression. Stephanie T, I found your

ideas of creating a checklist as a mid-way point at which time the student and

teacher could conference regarding the progress of their assignment, and the idea of a user-friendly rubric (for the teacher and the students) with negotiated expectations for the multimodal assignment, particularly interesting. It relates to the Wyatt-Smith and Kimbers principle, stating that the multimodal assessment needs to be shared, negotiated and organic. I think you and Jen, highlighted an important point, when the students and teacher negotiate and create an assessment tool that develops organically, when students are working on their multimodal projects new learning opportunities may arise during the creation process, in my opinion, an essential part of authentic assessment is being open to modifying or allowing assessment tools to develop organically to capture learning opportunities that develop in an assignment. Furthermore, when students are part of the assessment process, this creates a sense of ownership in the project, and hopefully, an increased investment in the learning processes! (Week 10 Digital Literacies: New Models of Assessment, Ning Discussion board, May 23, 2012)