| This thesis presents a qualitative study of seven composition instructors' methods for assessing multimodal composition. It also considers what influences shape their methods. The seven composition instructors who participated in this study represent four major research universities in the southeastern United States. The results from this study suggest that these participants use the following approaches/methods for assessment: formative assessment, rubrics, reflective texts, and holistic assessment. The participants use the following criteria categories: rhetorical choices and interaction of modes, effort, and technical/formatting requirements. Some participants avoid assessing the aesthetics or production value of multimodal compositions. The participants' assessment methods are influenced by such factors as composition theories, programmatic requirements, and individual pedagogical goals. The results may be used to consider potential approaches to assessing multimodal compositions or to identify spaces for continued research. |
