1. Charissa Burns, Nathan De Rooy, Emily Scott and Danielle Sinclair

2. Before you get started please have a look at the to-do list. 3. Multi = more than one Mode = the way something is presented Multimodal literacy explores students background and present knowledge by investigating semiotic systems (OHalloran & Lim, 2011) Virtual culture is digital tools that allow students to understand content. (Shaffer & Kaput, 1999). 4. Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding (Palomba & Banta, 1999). There are three dimensions of assessment which include: Affective- students enjoyment Compositional- Students use of metalanguage Critical- how you speak to different age groups (Callow, 2008) 5. How would you define multimodal assessment? 6. Keeps students on-task Interests our students It can be differentiated for students ability Uses students creativity and It is authentic Eliminates repetitive assessment tasks 7. LOOKS like every other subject other than the one you are teaching. SOUNDS like a riot is happening inside. FEELS like something you can actually touch. 8. Composition and affect Structure and discourse Grammar and linguistic Design and repertoires of practice 9. What are the four elements? How do they interconnect? 10. Websites Radio segments Interactive power point Song Role play Poems Blogs Youtube videos which are limited to only the class having access too (Jewitt, 2003). 11. Explain expectations, possibilities, excitement and let the students know that you dont know everything (Angell, 2003). Dont limit the students. There are many places you can find the information you need. 12. Multimodal assessment 13. Thankyou for watching our presentation. Hopefully you have learnt something and are now excited to incorporate multimodal assessment tasks into the classroom. Remember to fill out the to do list and if you have any questions or comments just post them onto the Google+ page. 14. Adsanatham, C. (2012). Integrating assessment and instruction: Using student generated grading criteria to evaluate multimodal digital projects. Computer and composition. 29(2) p. 152-174. Angell, J. (2013). Multi-modal assessment. Retrieved from www.slideserve.com/chun/multi-modal-assessment Curwood, J. (2012). Cultural shifts, multimodal representations, and assessment practices: a case study. International Journal of Learning and Media. 9(2) p.232- 244. Donald, M. (1991). Precis of Origins of the modern mind:Three stages in the Evolution of culture and cognition. Harvard Press. Retrieved from http://www.genling.nw.ru/Staff/Psycholinguistics/Precis.pdf Callow, J. (2008). Show me: Principles for assessing students visual literacy. The ReadingTeacher. 61(8) p.616-626. Jewitt, C. (2003). Re-thinkingAssessment: Multimodality, literacy and computer- mediated learning.Assessment in Education, 10(1)p. 83-102 OHalloran, K., & Lim, F. (2011). Dimensioner of Multimodal Literacy. Nationalt Videncenter for Laesning: Denmark. 10 p.14-21. Palomba, C., & Banta,T. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Franciso: Jossey-Bass