Keywords
digital multimodal composing (DMC)
digital skills development
assessment design
higher education
Categories
How to Cite
Abstract
Higher education institutions are increasingly exploring multimodal pedagogies, yet assessment still reflects the past more than the present. This short contribution explores the readiness of students and teachers for digital multimodal composing (DMC) assessment, synthesising themes from a preliminary study at an Italian university with perspectives from extant research. The project functions as a proof of concept, surfacing both enthusiasm and resistance in a context historically dominated by written and oral exams. The article proposes four guiding questions related to accessibility, transferable skills, instruction, and assessment criteria, which can help educators reflect on how multimodal assessment can be effectively designed and implemented.
References
Aagaard, T., & Lund, A. (2013). Mind the gap: Divergent objects of assessment in technology-rich learning environments. Nordic Journal of Digital Literacy, 8(4), 225-243. https://doi.org/10.18261/ISSN1891-943X-2013-04-04
Bussotti, L. (2017). The Italian way to intercultural education: Innovation and resistance. Foro de Educación, 15(23), 43–68. https://www.redalyc.org/pdf/4475/447551830004.pdf
Consalvo, A. L., & David, A. D. (2016). Writing on the walls: Supporting 21st century thinking in the material classroom. Teaching and Teacher Education, 60, 54–65. https://doi.org/10.1016/j.tate.2016.08.005
Hafner, C. A., & Ho, W. Y. J. (2020). Assessing digital multimodal composing in second language writing: Towards a process-based model. Journal of Second Language Writing, 47, 100710. https://doi.org/10.1016/j.jslw.2020.100710
Kim, Y., Belcher, D., & Peyton, C. (2023). Comparing monomodal traditional writing and digital multimodal composing in EAP classrooms: Linguistic performance and writing development. Journal of English for Academic Purposes, 64, 101247. https://doi.org/10.1016/j.jeap.2023.101247
Kustini, S., Suharda, D., & Musthafa, B. (2018). More than words: ESP learners’ perceptions on the implementation of multiliteracies pedagogy. Advances in Social Science, Education and Humanities Research, 254, 240 –243. https://doi.org/10.2991/conaplin-18.2019.262
Lazareva, A., & Agostini, D. (2024). Shifting from traditional to alternative assessment methods in higher education: A case study of Norwegian and Italian universities. Proceedings of the 16th International Conference on Computer Supported Education (CSEDU 2024) – Volume 2, 533–540. https://doi.org/10.5220/0012623300003693
Lund, A., & Aagaard, T. (2013). Mind the gap: Divergent objects of assessment in technology-rich learning environments. Nordic Journal of Digital Literacy, 8(4), 225–243. https://doi.org/10.18261/ISSN1891-943X-2013-04-04
Ramsay, A. (2025). Assessment case study: Multimodal assessment. James Cook University. https://www.jcu.edu.au/edqs/assessment-at-jcu/assessment-case-studies/multi-modal-assessment
Ross, J., Curwood, J. S., & Bell, A. (2020). A multimodal assessment framework for higher education. E-Learning and Digital Media, 17(4), 290–306. https://doi.org/10.1177/2042753020927201
Silseth, K., & Gilje, Ø. (2018). Multimodal composition and assessment: A sociocultural perspective. Assessment in Education: Principles, Policy & Practice, 25(5), 575–592. https://doi.org/10.1080/0969594X.2017.1297292
Tan, L., Zammit, K., D’warte, J., & Gearside, A. (2020). Assessing multimodal literacies in practice: A critical review of its implementations in educational settings. Language and Education, 34(2), 97–114. https://doi.org/10.1080/09500782.2019.1708926
Tan, X., & Matsuda, P.K. (2020). Teacher beliefs and pedagogical practices of integrating multimodality into first-year composition. Computers and Composition, 58, 102614. https://doi.org/10.1016/j.compcom.2020.102614
The Quality Assurance Agency for Higher Education. (2025). Harnessing multimodality in higher education: Principles for new learning, teaching and assessment. https://www.qaa.ac.uk/membership/benefits-of-qaa-membership/collaborative-enhancement-projects/learning-and-teaching/harnessing-multimodality-in-higher-education-principles-for-new-learning-teaching-and-assessment
University of Michigan. (2025). Some considerations for multimodal assessment. https://lsa.umich.edu/sweetland/instructors/guides-to-teaching-writing/teaching-multimodal-composition/some-considerations-for-multimodal-assessment.html
University of Notre Dame. (2025). Incorporating multimodal assessment into your course. https://learning.nd.edu/resource-library/incorporating-multimodal-assessment-into-your-course/
Vicario, C. M., Nitsche, M. A., Lucifora, C., Perconti, P., Salehinejad, M. A., Tomaiuolo, F., Massimino, S., Avenanti, A., & Mucciardi, M. (2025). Timing matters! Academic assessment changes throughout the day. Frontiers in Psychology, 16, 1605041. https://doi.org/10.3389/fpsyg.2025.1605041
White, J. P. (2024a). Unlocking potential with multimodal learning and assessment: A discussion of the barriers and benefits. GiLE Journal of Skills Development, 4(2), 106–111. https://doi.org/10.52398/gjsd.2024.v4.i2.pp106-111
White, J. P. (2024b). Exploring a multimodal materials framework for teaching critical thinking. Folio, 24(1), 37–41. https://www.matsda.org/folio-issues.html
Yi, Y. (2014). Possibilities and challenges of multimodal literacy practices in teaching and learning English as an additional language. Language and Linguistics Compass, 8(4), 158–169. https://doi.org/10.1111/lnc3.12076
Yi, Y., Shin D. & Cimasko, T. (2020). Special issue: Multimodal composing in multilingual learning and teaching contexts [Editorial]. Journal of Second Language Writing, 47, 100717. https://doi.org/10.1016/j.jslw.2020.100717
Yi, Y., & Angay-Crowder, T. (2016). Multimodal pedagogies for teacher education in TESOL. TESOL Quarterly, 50(4), 988–998. https://doi.org/10.1002/tesq.326
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 Jonathan Paul White