multimodal assessment

Image 3.4- Concluding the Video with the Title and Book Cover.png All rights reserved. Whether students are reading an actual book or reading on their phone, tablet, or any other device, I am a firm believer that even the most reluctant middle school readers can be nurtured and develop ap- preciation for literature and reading. Kelly Gallagher (2009) states in his...
I knew where I wanted to start this morning when I returned to Digital Is:  Indiana University Learning Sciences and the research team’s two resources, “Join the Network!” and “Participatory Learning and Assessment Network (PLAnet).”  Quite honestly, as a new member of the IU System, it was initially the IU logo that drew me in, and I ended up exploring for a while. I started with “Join the...
After our work at the NWP Annual Meeting in Orlando, the MAP Committee met in Davis, California in February 2011. Our goals were to review our overall assessment framework in light of feedback we've received and to reflect on the implications of design in tools like rubrics and graphic representations.  What do different designs signal about what is valued in an assessment context and how threads...
The MAP Committee came together in April for a meeting at CCCC in Atlanta. Our goal was to network with others at CCCC and to refine our framework. Continuing to build on our meetings, the feedback we received at the NWP Annual meeting, and our review of student work, we felt we had developed a sufficiently solid working framework that we could take it out into practice for testing. In developing...
Few assessment areas have been honed and refined as much as writing assessment. Not that writing assessment is free from controversy—far from it. But in comparison with other focuses for assessment—say critical thinking or creativity—writing assessment has its share of well-worn procedures, rubrics, designs for scoring, and sense of priorities. But many of these refined processes are challenged...