One question that will undoubtedly arise during the “Blogging in the Classroom” workshop is regarding assessment and evaluation. The next three posts will address this issue. Teaching with multimodal texts undoubtedly adds a certain degree of difficulty to this very important task. Therefore, it is essential for teachers to develop suitable assessments that can measure students’ literacy performance in relation to multimodal texts.
In a study aimed at addressing literacy instruction and assessment in today’s digital world, Hung, Chiu & Yeh (2012) developed a formative assessment tool, specifically a design rubric, to assess students’ design of multimodal texts. This research was particularly aimed at investigating the impact of the design rubric on English language learners’ multimodal text production (i.e., presentation slides) by providing students with feedback of their learning performance and constructive feedback for improving their learning performance (Hung, Chiu, & Yeh, 2012).
The design rubric proposed in this study uses five sets of questions (shown below) based on the established design elements (i.e., linguistic, visual, gestural, auditory and spatial) and uses a 5-point Likert scale, where 5 indicates excellent cohesion and 1 indicates poor cohesion. While this design rubric uses the cohesion of the design elements as the core criterion, I believe teachers could use the questions as a guide to create a more appropriate and simplified design rubric for the elementary school context, and their individual instructional purposes.
The authors claim that the design rubric below can be applied to various forms of multimodal texts (e.g., web pages, picture books, electronic portfolios).
Linguistic design
• Was the linguistic content comprehensible without major grammatical errors?
• Was the linguistic content structured in a logical and organized manner?
• How did the linguistic design represented in the multimodal text enable or limit the
author’s communication of meaning?
Visual design
• Did the author adopt a visual theme?
• Did the author carefully design the use of color and typology to reflect the selected
visual theme?
• If chosen to use, did the author make meaningful use of available visual elements,
such as graphics, to construct meaning in a cohesive manner?
• How did the visual design represented in the multimodal text enable or limit the
author’s communication of meaning?
Gestural design
• Did the author make use of any animated elements or special effects to design
dynamic sequencing of the content?
• If chosen to use, was the animation used purposefully and meaningfully to
complement or supplement the other design modes for meaning construction in a
cohesive manner?
• How did the gestural design represented in the multimodal text enable or limit the
author’s communication of meaning?
Auditory design
• Did the author make use of any auditory elements, such as music, sound effect or
narration?
• If chosen to use, were the auditory elements used purposefully and meaningfully to
complement or supplement the other design modes for meaning construction in a
cohesive manner?
• How did the auditory design represented in the multimodal text enable or limit the
author’s communication of meaning?
Spatial design
• Did the author adopt a specific layout to structure design elements?
• If chosen to use, did the author make use of text alignment and margins as design
elements to complement or supplement the other design modes for meaning
construction in a cohesive manner?
• How did the spatial design represented in the multimodal text enable or limit the
author’s communication of meaning?
Hung, H., Chiu, Y. J., & Yeh, H. (2012). British Journal of Educational Technology, 44(3), 400-409.