Making the Implicit Explicit in Assessing Multimodal Composition: Continuing the Conversation

Technical Communication Quarterly Jan 2012

Making the Implicit Explicit in Assessing Multimodal Composition: Continuing the Conversation

Susan M. Katz North Carolina State University ; Lee Odell Rensselaer Polytechnic Institute

Abstract

This special issue features articles that can help composition instructors think about ways to assess student products that are delivered in a variety of media. Although the topic of assessment is a common one, challenges arise as we apply—and adapt—our traditional assessment strategies to the features and components of compositions produced using new media. It is our hope that by engaging with the experiences of the authors of the articles in this special issue, readers of this issue will begin a conversation—among themselves, with their students—that leads them to articulate, reflect upon, and continually refine the criteria that are essential to both formative and summative assessment.

Journal: Technical Communication Quarterly
Published: 2012-01-01
DOI: 10.1080/10572252.2012.626700
Open Access: Closed
Topics: multimodality

Citation Context

Cited by in this index (4)

Tham (2025)

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Robinson et al. (2019)

State of the Field: Teaching with Digital Tools in the Writing and Communicatio…

Computers and Composition
Bourelle et al. (2017)

Assessing Multimodal Literacy in the Online Technical Communication Classroom

Journal of Business and Technical Communication
Burnett et al. (2014)

A Programmatic Ecology of Assessment: Using a Common Rubric to Evaluate Multimo…

Computers and Composition

Cites in this index (1)

Elbow (2006)

The Music of Form: Rethinking Organization in Writing

College Composition and Communication

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