A multimodal assessment framework for higher education

Abstract

Higher education institutions increasingly expect students to work effectively and critically with multiple modes, semiotic resources and digital tools. However, assessment practices are often insufficient to capture how multimodal artefacts represent disciplinary knowledge in complex ways. This study explores and theorises the design and assessment of students’ digitally mediated multimodal work, and it offers insight into how to effectively communicate expectations and evaluate student learning in a digital age. We propose a framework for multimodal assessment that takes account of criticality, creativity, the holistic nature of these assignments and the importance of valuing multimodality.

Leveraging student self-directed learning through online tutoring and integrated ipsative assessment

“…The importance of multiliteracies for SDL has also been unpacked by Olivier (2019b), and this emphasises the relevance of SDMA as well. Furthermore, Ross et al (2020) highlight the importance of multimodal literacy for the sake of multimodal assessments, and they also make a case for multimodal assessment literacy. This statement implies teacher and student knowledge of semiotics and the different semiotic resources involved.…”

“…Consequently, there should be an active attempt in the classroom to develop and support multimodal assessment literacy towards creating a context conducive to the effective use of multimodal assessment. Furthermore, Ross et al (2020) propose a multimodal assessment framework that teachers can use to determine their multimodal assessment criteria. The identified dimensions of the framework by Ross et al (2020) are as follows:…”

“…In this regard, it is essential that all elements of a multimodal assessment artefact are critically evaluated and that not only the text-based elements but also all other modes are included. In addition, the mentioned criticality also pertains to the composition of and interplay between different modes (Ross et al 2020). The inclusion of creative dispositions and agency highlights the importance of creativity in and as a knowledge creation process.…”

“…Because of a proliferation of the integration of technology in education, learning and teaching have become a lot more multimodal (Nouri 2019;Ross, Curwood & Bell 2020;Smith et al 2019;Tan et al 2020). The need for self-directedness is also progressively important because of the pace at which knowledge is created and the fact that educational institutions cannot adequately prepare students for a dynamically changing world of work .…”

Self-directed learningoriented assessment and assessment literacy: Essential for 21st century learning

“…• There is a need for the creation and/or standardisation of the metalanguage around SDMA in order for both students and teachers to be able to describe and adequately discuss such types of assessments. • In setting criteria for SDMAs, teachers should consider criticality, creativity, holism as well as assigning appropriate value to the assessments as per the framework by Ross et al (2020). • Teachers can also consider that students be part of the process of setting up rubrics for SDMAs (cf.…”