Making the Implicit Explicit in Assessing Multimodal Composition: Continuing the Conversation

Abstract

This special issue features articles that can help composition instructors think about ways to assess student products that are delivered in a variety of media. Although the topic of assessment is a common one, challenges arise as we apply—and adapt—our traditional assessment strategies to the features and components of compositions produced using new media. It is our hope that by engaging with the experiences of the authors of the articles in this special issue, readers of this issue will begin a conversation—among themselves, with their students—that leads them to articulate, reflect upon, and continually refine the criteria that are essential to both formative and summative assessment.