Research: An Interconnected Framework for Assessment of Digital Multimodal Composition

Abstract

Drawing from the Beliefs for Integrating Technology into the English Language Arts Classroom, as well as prior scholarship on digitally mediated communication, rhetorical studies and composition, assessment, and digital literacies, this theoretical article presents a framework for creating and assessing digital multimodal compositions. The Interconnected Framework for Assessment of Digital Multimodal Composition conceptualizes digital multimodal composing through three interconnected and layered domains: audience, mode and meaning, and originality. Though the three domains are defined individually, they are inextricably linked within the recursive processes and products of digital multimodal composing to contribute to intended meaning. The authors describe and justify the domains, present assessment considerations, and conclude with implications for practice and suggestions for designing assessments relevant to context and task.