Multimodal Classroom

Assessment
Game Plan

EXPERIMENT

Get to know a variety of multimodal

resources before bringing them into the
classroom. Consider what these are
doing for the classroom, is it
reinventing, or replacing a traditional
classroom tool? KNOW THE
STANDARDS
Multimodal assessment fits hand in hand
with current Common Core Standards.
Learning how to communicate effectively
is a vital skill. Get to know what
standards can apply to your objectives.
(Kist, 2013)
KNOW YOUR
OBJECTIVE

The internet is a wealth of multimodal

resources. Know and understand your
learning objectives and work through
what types of projects are appropriate
for your students and the learning SCAFFOLD
goals of the unit. Not all resources fit TECH TOOLS
the same goal.
Start with the basics. Give students
opportunities to work with familiar tech
like photos before moving onto more
demanding and difficult projects.
Starting too difficult can cause a lot of
frustration.
(Jocius, 2020)
MINI
LESSONS

Mini-lessons can be a great

way to explicitly teach
strategies necessary to
compose a multimodal
response. Use them to your
advantage!
(Shelby-Caffey, 2014)
COLLABORATION
Progress sharing and critique are
important elements of multimodal
assessments. Students are learning to
think critically about their work. Teach
students how to give feedback (not just
compliments) and how to revise based on
constructive criticism from their peers.
(2020)

CELEBRATE
PROGRESS
The writing process is not
linear, so neither will progress
REFERENCES
on multimodal responses. Jocius, R. (2020). The CLICK Model:
Celebrate the progress along Scaffolding Multimodal Composing for
the way. Make sure to give Academic Purposes. Language Arts,
students an opportunity to 97(3), 146–158.
publish their finished projects
too! Kist, W. (2013). Educational
(2020)(2014) Leadership, 38–43.

Shelby-Caffey, C., Úbéda, E., &

Jenkins, B. (2014). Digital Storytelling
Revisited. The Reading Teacher, 68(3),
191–199.
https://doi.org/10.1002/trtr.1273