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Multimodality as an Equitable Approach to Summative Assessment in Higher Education

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Title: Multimodality as an Equitable Approach to Summative Assessment in Higher Education
Language: English
Authors: Alison Cook-Sather, Daniela Moreira, Piper Rolfes, Jess Smith
Source: Research & Practice in Assessment. 2025 20(1):49-61.
Availability: Virginia Assessment Group.; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Summative Evaluation, Equal Education, Higher Education, College Faculty, Undergraduate Students, Student Evaluation, Portfolio Assessment, Feedback (Response), Preferences, Class Activities
ISSN: 2161-4210
Abstract: Through relying on limited and prescribed modes of expression, summative assessment can both create and exacerbate inequities in higher education. In this article, an instructor of an undergraduate education course and three student co-authors who completed the course discuss how the students' choice to use multimodality in their final portfolios functioned as an innovation for equity in the course's summative assessment. After introducing ourselves and the higher education context in which we have worked together, we describe the portfolio assignment from this course. Then, the three student authors present excerpts from their portfolios, each framed by some contextual information offered by the faculty author and followed by a reflection informed by the perspectives of all four co-authors. These reflections focus on how multimodality can constitute an equitable approach to summative assessment in response to specific student intentions, health needs, and preferred modes of expression.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488113
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Multimodality as an Equitable Approach to Summative Assessment in Higher Education
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  Data: <searchLink fieldCode="SO" term="%22Research+%26+Practice+in+Assessment%22"><i>Research & Practice in Assessment</i></searchLink>. 2025 20(1):49-61.
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  Data: Virginia Assessment Group.; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
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  Data: <searchLink fieldCode="DE" term="%22Summative+Evaluation%22">Summative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolio+Assessment%22">Portfolio Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Activities%22">Class Activities</searchLink>
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  Data: Through relying on limited and prescribed modes of expression, summative assessment can both create and exacerbate inequities in higher education. In this article, an instructor of an undergraduate education course and three student co-authors who completed the course discuss how the students' choice to use multimodality in their final portfolios functioned as an innovation for equity in the course's summative assessment. After introducing ourselves and the higher education context in which we have worked together, we describe the portfolio assignment from this course. Then, the three student authors present excerpts from their portfolios, each framed by some contextual information offered by the faculty author and followed by a reflection informed by the perspectives of all four co-authors. These reflections focus on how multimodality can constitute an equitable approach to summative assessment in response to specific student intentions, health needs, and preferred modes of expression.
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      – Text: English
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        PageCount: 13
        StartPage: 49
    Subjects:
      – SubjectFull: Summative Evaluation
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: College Faculty
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Portfolio Assessment
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Preferences
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      – SubjectFull: Class Activities
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    Titles:
      – TitleFull: Multimodality as an Equitable Approach to Summative Assessment in Higher Education
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