The National Writing Project's Multimodal Assessment Project: Development of a framework for thinking about multimodal composing

摘要

From 2010-2012, a National Writing Project (NWP)-sponsored committee examined the work of multimodal composing. The group's goal was to create a framework to guide teachers working with students on creating multimodal compositions. Known as the Multimodal Assessment Project (MAP), the committee of 11 researchers and NWP Teacher Consultants used an iterative process to consult relevant literature, review student-composed multimodal compositions, and solicit feedback from other NWP colleagues. The final framework consists of five dimensions the committee found to be critical to multimodal composing: artifact, rhetorical skills, substance, process management and technical skills, and habits of mind. This interview features a discussion with two members of the MAP team, Elyse Eidman-Aadahl and Sandra Murphy, about the work of the committee developing the framework.