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A multimodal assessment framework for higher education

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    Rights statement: The final version of this paper has been published in E-Learning and Digital Media, Vol/Issue, Month/Year by SAGE Publications Ltd, All rights reserved. © Jen Ross eta., 2020. It is available at: https://journals.sagepub.com/doi/full/10.1177/2042753020927201

    Accepted author manuscript, 295 KB, PDF document

Original languageEnglish
JournalE-Learning and Digital Media
Early online date2 Jun 2020
Publication statusE-pub ahead of print - 2 Jun 2020


Higher education institutions increasingly expect students to work effectively and critically with multiple modes, semiotic resources, and digital tools. However, assessment practices are often insufficient to capture how multimodal artefacts represent disciplinary knowledge in complex ways. This study explores and theorises the design and assessment of students’ digitally mediated multimodal work, and it offers insight into how to effectively communicate expectations and evaluate student learning in a digital age. We propose a framework for multimodal assessment that takes account of criticality, creativity, the holistic nature of these assignments, and the importance of valuing multimodality.

    Research areas

  • multimodality, assessment, criticality, creativity, digital

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