Ball, Cheryl E. (2012) Assessing scholarly multimedia: A rhetorical genre studies approach. Technical Communication Quarterly, 21(1).
This article describes what scholarly multimedia (i.e., webtexts) are and how one teacher-editor has students compose these texts as part of an assignment sequence in her writing classes. The article shows how one set of assessment criteria for scholarly multimedia—based on the Institute for Multimedia Literacy’s parameters (see Kuhn, Johnson, & Lopez, 2010) for assessing honor students’ multimedia projects—are used to give formative feedback to students’ projects.
- CCCC Award for Best Article on Pedagogy or Curriculum in Technical or Scientific Communication in 2013
[…] me that she's written two fabulous, and highly relevant, articles about multimodal assessment: "Assessing Scholarly Multimedia: A Rhetorical Genre Studies Approach" Technical Communication Quarterly, 21:1 (2012): 1-17 and "Adapting Editorial Peer Review for […]
[…] to say that these goals are necessarily transferable from mode to mode, as students will need to reassess genre conventions in whatever mode they choose to (or are assigned to) communicate it. But, we do believe that multimodality when taught through a […]