Alternative Multimodal Composition Assessments in Academic Literacy Modules

Abstract

AbstractIn the ever-evolving digital age, the assessment of students’ academic literacy is still mainly done through once-off monomodal traditional writing assignments—often the academic essay. For student success, new ways of producing, assessing, and sharing their knowledge seem urgent and necessary. In this chapter, multimodal composition pedagogy is proposed as an avenue for academic literacy modules to be truly student-centered and relevant in the digital age. Furthermore, it is suggested that multimodal assessments as alternatives to the traditional essay allow more students to achieve mastery in their field of study. By incorporating multimodal pedagogy, social justice issues can be addressed. Furthermore, power is equally shared between lecturers and students, as students can contribute to their academic communities and society at large and be better prepared for their future careers. In this study, a mixed-methods approach was used. Document analysis was conducted on student assessments (n = 37). An online survey questionnaire was used to collect data (n = 25), and thematic analysis was used to identify the main emerging themes. The findings indicated that students at least want a choice and a say in how their academic literacy and knowledge are assessed. Students also see the value and relevance of optional multimodal assessments to assess their knowledge. A paradigm shift seems necessary in how higher education institutions assess students’ academic literacy in the digital age. The data can inform future pedagogical practices in academic literacy or composition modules, as multimodal teaching, learning, and assessment can create a more inclusive and student-centered learning environment.KeywordsAcademic literacy(ies)AssessmentCompositionCritical literacyLiteracyMultimodalMultimodalitySocial semioticsWriting