Assessment & Multimodal Composition

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Consider producing and detailing a version of this chart

What do you consider during the production process to better insure that your digital story effectively communicates or educates?  As you are producing your digital story, be cognizant of those aspects of the production process that are of central concern to you and your group members. There are issues that relate principles of visual design (composition) and/or multimodal rhetoric to critical as well as educational dimensions.

As you develop an authentic approach to assessing your digital story, consider the models from the Callow article.  Also consider Anstey and Bull (2006, table 8). Use these complementary articles to identify those aspects of the production process that are most significant to the production of your digital story.

Author statement(s) about your multimodal composition that answer this question: what are you trying to achieve as a form of communication or as an educational text?

Base your statement(s) on all the areas that we have been studying from multimodal literacy such as the aspects of photographic design and multimodal semiotics.

Because our digital stories are videographic, there is a layering of audio, textual, visual, and gestural information. You might considering how you are using these different modalities to construct a meaningful digital story.

From the statement(s) about your multimodal composition, identify for your own project (with the help of the Callow structure):

  • Features to assess: (Aspects of the design and/or production process that have been a focus of you digital story telling process);
  • Assessment questions or statements: (A way of describing the feature to be assessed in the form of a guiding question or statement);
  • Performance indicators: (Evidence of the feature from your script, storyboard or digital story that you can assess);
  • Levels of performance: (A scale, perhaps a Likert scale, describing with details levels of performance for each feature chosen for assessment).

Callo suggests the first three dimensions listed below. Are there others such as an educational dimension that you might think to add?

  • Affective;
  • Compositional;
  • Critical;
  • Educational

Follow this link for an assessment example

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