Abstract:

Technology skills are expected to be part of twenty-first-century teaching and learning, regardless of the discipline. Humanities courses, especially those in literature, often rely on traditional written assessments, such as essays and exams. Developing multimodal assessments that require the use of technology not only prepares students for a dynamic job market but also fosters an inclusive learning environment in which students can explore and choose how to be assessed based on their preferences, strengths, and comfort level. In this in-person oral presentation, I will share the process I have created for developing rigorous multimodal assignment options with clear instructions, expectations, and grading criteria. I will share assignment prompts and rubrics, as well as feature several examples of student work, including comic books, animated videos, podcast episodes, and YouTube video presentations, all created with free and user-friendly technology. Although all my examples come from undergraduate literature courses, the conference participants will be able to draw parallels with their own discipline and learn how to develop similar multimodal assessments in their courses. Relying on these types of multimodal assessments not only challenges students to develop critical thinking skills through technology but also makes grading refreshing and enjoyable.

Keywords:

Technology, multimodal assessment, inclusive learning.