Abstract
AbstractAssessing Critical Digital Literacies (CDL) requires teachers to consider both characteristics of critical digital literacies and assessment principles. To this end, I begin by justifying the need to intersect CDL with assessment. Then, I provide some historical context for traditional assessment in English Language Arts education, and I share my own definition of Critical Digital Literacies. Next, I propose a sociocultural theorization of assessment that is compatible with CDL. I also offer examples of practice in secondary English Language Arts teaching and teacher education settings that reflect attempts to assess CDL. In sharing these examples, I explain how I understand their adherence to characteristics of CDL as well as their viability as assessments. My discussion of the examples underscores the fluidity between sociocultural assessment and teacher reflection processes. English teacher educators and staff developers can use (and critique) these examples to support teachers in designing and reflecting on the complexity of assessing CDL.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
