Group items tagged

The artifact is the finished product

Context

What would the assessment of digital writing look like if we began with conversations between writers and readers, students and teachers, children and adults?

authors consider the affordances, constraints, and opportunities, given purpose, audience, composing environment, and delivery mode.

substance refers to the content and overall quality and significance of the ideas presented.

considering the domains of (1) artifact, (2) context, (3) substance, (4) process management and technique, and (5) habits of mind as vital for the assessment of digital writing offers the possibility that the language of assessment can inform—and build upon—discussions more often associated with interaction, instruction, and text creation than with evaluation

Process management and technique refer to the skills, capacities, and processes involved in planning, creating, and circulating

The artifact is the finished product.

Context is the world around the artifact

substance refers to the content and overall quality and significance of the ideas

Process management and technique refer to the skills, capacities, and processes involved in planning, creating, and circulating multimodal artifacts

Habits of mind are patterns of behavior or attitudes that reach beyond the artifact being created at the moment.

We conclude by reporting on how the process of linking the language of assessment with the language of text creation and interaction is a “game changer,” because instead of abstract outside standards shaping the value of a text, situated discussions of a work become the major determining factors when assessing that piece’s value.

richer, more situated approaches to assessing multimodal writing are being developed, particularly in post-secondary environments.

Digital writers can choose among a plethora of platforms, tools, communities, and forms to accomplish their purposes, with new options being created all the time. The growth and variety of options for digital and multimodal writing put a high premium on authors’ attention to situational elements. Yet situational elements are not easily accommodated in standardized assessment processes.

several entry points to assessment, allowing us to focus on the domain best suited for the developmental focus of the learner