One of the benefits of using a non-traditional assessment, like a multimedia project, is the potential for increased student performance on assessments. While some students feel capable of demonstrating their learning on traditional assessments like exams and papers, other students struggle to show their learning on these assessment formats. Unlike traditional assessment formats, multimedia assessments give students the option to use tools that they may be more comfortable with to demonstrate their learning.
Another benefit of multimedia assessments is that they typically require students to create, analyze, evaluate, and synthesize; all learner tasks that fall at the higher end of Bloom’s cognitive skills. Despite these benefits, instructors may hesitate to embrace creative assessment formats like multimedia projects for fear that the grading of these projects is too subjective. But this doesn’t have to be the case. If clear and measurable assessment outcomes are established and communicated to students in advance, grading multimedia projects can prove to be an objective and equitable process.
The first step when designing an alternative assessment is to make sure the assessment aligns to your learning objectives. If you are requiring a multimedia assessment, you will want to make explicit your rationale for requiring multimedia content as opposed to a traditional test format. One way to illustrate how media connects to the course goals is to state what the connection looks like on the assessment rubric. An example of this would be a rubric item that states, “The use of multimedia: sounds, images, videos forward the author’s argument and allows for critical reflection.” The rubric item explains to students exactly what you expect the media to do.
When assessing multimedia projects, any conventions that you want students to follow should be explicitly taught, and the assignment description and grading criteria should clearly remind students of the academic expectations. If you are requiring a specific media genre, give explicit instruction about the expectations of the genre. If, for example, you ask students to create a podcast, you might require students to follow a linear storytelling format. You might also require students to incorporate multiple voices. In a project asking students to show their understanding of discipline specific theories through a mock Ted Talk video, you will want to be explicit that the expected tone/style is that of an academic presentation consistent with existing Ted Talks.
It is also very important to be explicit when it comes to expectations around production quality. For some students, working with technology may feel second nature to them, while for others, it may not. Giving all students access to the resources and time needed to learn any required tools is essential. Some questions to ask before setting technical requirements are:
- Is the type and amount of media used important?
- Will the production quality affect the learning goal?
- Are there resources and tutorials available to students if a specific tool is required?
- Is there a tool that is relevant to the content area?
Remember that the production quality is just a part of the final product. A well organized podcast with an argument that is supported by cohesive evidence might have some fuzzy audio depending on the student’s proficiency with recording equipment. On the other hand, a student who has mastered the use of recording tools may incorporate a musical opening and multiple musical interludes alongside crisp audio. However, if this student has an unfocused argument that is hard to follow and unsupported, the grading rubric should favor the first student.
If you worry that a student’s lack of technical skills could interfere with the clarity of their work, you can require an artist's statement to be submitted alongside the project. An artist’s statement is a brief (1-2 page) reflection of the creative choices made on the project. This will give you insight into what the student hoped to achieve. In this way, you can evaluate the critical thought that went into the final production and better differentiate between the student’s understanding of the learning goals and their technical know-how.
Finally, consider planning time for students to get feedback on their projects. Just as you might provide feedback on the rough draft of an essay, this same opportunity for feedback has the potential to enhance students’ multimedia projects. One feedback strategy is to assign a presentation draft a couple of weeks before the final project is due. During this time, students will be required to present a specific segment of their final project. Draft presentations allow students the opportunity to fix errors and to incorporate new ideas they learn from their peers’ presentations. Incorporating draft deadlines also helps scaffold the completion of large projects, minimizing the chance that students will fall behind on the project.
If you are considering a non-traditional assessment, look through the list of multimedia assignments that LTC supports. These assessment types include:
- Video Essay (including 360 video projects and documentary films)
- Podcast or Audio Essay
- Geographic or Narrative Map Project
- Individual or team Website or Blog
- Animated or digitally published text
If you would like assistance developing an assignment description, designing an assessment rubric, scaffolding the project, and/or determining what technical support is needed, complete this consultation request form and we will schedule a time to meet with you.
References:
Assessing Non-Traditional Assignments. (n.d.). https://bokcenter.harvard.edu/assessing-non-traditional-assignments
