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Messy Problem-Exploring through Video in First-Year Writing: Assessing What Counts
ARTICLE

, Oakland University, United States ; , University of Michigan, Sweetland Center for Writing, United States

Computers and Composition Volume 40, Number 1, ISSN 8755-4615 Publisher: Elsevier Ltd

Abstract

In this article, we argue that writing instructors might support students in messy problem-exploring through multimodal composition assignments like video composition, and in particular, through careful attention to assessment practices. Through reflective analysis of one teacher's experiences with video composition in first-year writing, we suggest that ongoing formative reflection might be useful for prompting and extending problem-exploring within digital composition. We reflect specifically on Angie's interpretations of her students’ experiences with problem-exploring through video, we narrate how we came to see the limitations of product-focused assessment, and we offer a revised model of ongoing formative assessment.

Citation

VanKooten, C. & Berkley, A. (2016). Messy Problem-Exploring through Video in First-Year Writing: Assessing What Counts. Computers and Composition, 40(1), 151-163. Elsevier Ltd. Retrieved October 14, 2019 from .

This record was imported from Computers and Composition on January 29, 2019. Computers and Composition is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compcom.2016.04.001

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