6809 - Weekly Reading #9

"Given our own experience, we can predict that some students in multimodal classrooms will complete assignments with ease, enjoying the opportunity to use their creativity an incorporate media that they often use for ‘fun’ in a more formal academic setting" (Borton, Huot).

I chose this quote because I am a lot like this.  I like to use different tools for 'fun' like PowerPoint, Photo Story - however, I find it exciting when I am allowed to use this for academic reasons.  I do enjoy being able to use my creativity an incorporate things that are close to me.  Therefore, I feel this type of student would be me.  However, the article continues on to talk about the student that does not enjoy this and they get nervous about having to do these assignments.  Therefore, us as educators need to help them to actually enjoy this type of tool.

Retrieved from: https://www.ccsf.edu/NEW/en/educational-programs/school-and-departments/school-of-science-and-mathematics/astronomy/slo_assessment_astr.html

I chose this image because it is an obvious image that is dedicated to student learning.  Student learning is the center of the assessment; therefore, we need to follow this cycle.

1. What should the assessments of multimodal text provide for students?

The assessments for multimodal text should provide the students with the precise product that is expected from the instructor.  Also, it should help the student and guide the student through the project.  The assessments should also be on going - therefore, the instructor should not wait until the final product to assess - they need feedback.

2. What are the benefits to using formative assessment when asking students to compose multimodal texts?

There are many benefits to using formative assessment when asking students to compose multimodal texts.  As I stated before, this is great for students to have feedback before the final product is due.  This helps them with learning from their mistakes and not making the same mistakes.  ALso, it helps them realize how to continue on with their product.  Therefore, in the end - the summative assessment will in return be better than without the formative assessment.

3. How do you feel about collaboratively constructing rubrics or assessment criteria with students?

I think that is is a great idea.  I know from a student standpoint that I enjoy knowing exactly what is expected of me, as well as, asking questions about what is allowed and what is not.  As an educator - I feel that the students opinions mean everything.  Also, if students are involved - they will know what the expectations are before they even receive the project; therefore, there are no high expectations to be discussed. 

4. Find a rubric or modify this Digital Composing Rubric to assess the multimodal product students will creating as a result of their Multimodal Learning Adventure and link to it from your Blog. You can use RubiStar to find, create, or modify your rubric.

My Rubric - Digital Media Math Vocabulary

Source:

Borton, S. C., & Huot, B. (n.d.). Chapter 8: Responding and Assessing. Retrieved July 16, 2013, from Google Docs: https://docs.google.com/file/d/0B6DFAmexYq7veC02bzZxTGVZT1k/edit