"Children Writing: Multimodality and Assessment in the Writing Classroom"
Vincent, John. 2006. “Children Writing: Multimodality and Assessment in the Writing Classroom.” Literacy 40(1): 51-57.
In this journal article, John Vincent describes his work with multimodal composing in his class of third grade students in Victoria, Australia. As he notes, assessment was the difficult piece: there are rubrics for assessing computer skills, but “very few schemes to assess quality or content.” He therefore “relied principally on qualitative assessments based on Kress and van Leeuwen’s (1996) grammars of semiotic modes, and observations of the degree to which students integrated modes to present the messages.”
Vincent includes actual student multimodal projects in his article and, through his responses to these projects, makes visible the criteria that he is bringing to bear on them—an approach, as he notes, derived from his readings in Kress and van Leeuwen.