Wahleithner, “NWP’s Multimodal Assessment Project”

Wahleithner, Juliet Michelsen. “The National Writing Project’s Multimodal Assessment Project: Development of a Framework for Thinking about Multimodal Composing” Computers and Composition 31.1 (2014): 79-86.

Wahleithner has a conversation with Elyse Eidman Aadahl (EEA) and Sandra Murphy (SM) about the National Writing Project’s Multimodal Assessment Project.

The project emerged due to three constituent issues: first, there was an interest in creating ac ommon language around multimodal composing; second, there was an interest in creating a framework “that would let people form different traditions talk together about some of the same areas of itnerst, even if their language traditions were different” (80); and third, multimodal assessment cannot be machine scored.

Their framework is organized around a set of key ideas:

Artifact: “the piece of written text you might collect in an assessment, except in this case, it’s a multimodal artifact of some sort…’the artifacts, the pieces themselves as circulated to an audience in a particular context’” (82).

Rhetorical Skills: focus on how the artifact functions in a context: how do students create and design a context and how do they write within that context?

Substance: “meaning context”

Process management and technical skills: “how do students manage the process of writing (83).

Habits of mind: “you want to coach and recognize improvement in students’ dispositions and their ways of approaching problems and problem situations” (84).

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