Moving Multimodal Task Assessment Forward in Language Education via Learner Perspectives

This article considers assessment for multimodal tasks from learner perspectives and suggests more viable forms of assessment. In the current digitalised society, assembling multiple modes of expression as multimodality is prevalent in our daily communication. Scholars
have recognised that this ability to use and interpret multimodal expressions, called multiliteracies, is increasingly important. There have been heated discussions on improvements
in implementing multimodal tasks for learner multiliteracies development. However, discussions on assessment in this area have missed research into learner perspectives on such
assessment. The current study takes an action research approach to explore learner perspectives on the multimodal composition of a university Japanese language course in Italy
and its assessment practice qualitatively. Analysis of the participating student data revealed that nearly three-quarters showed subtle interest in their composition being multimodal. However, those students who focused on multimodality found that expressing feelings and involving readers-the aspects missing in scholarly discussions to date-as what
counts as valuable in assessment for multimodal tasks. Drawing on these findings, this article argues that the following three actions can promote our multimodal assessment literacy to design and implement more viable assessment for multimodal tasks: 1) raising our
awareness towards multimodality and multiliteracies, 2) integrating peer-assessment into
our assessment practices, and 3) further exploring learner-generated criteria.