Messy Problem-Exploring through Video in First-Year Writing: Assessing What Counts
Crystal VanKooten, Oakland University, United States ; Angela Berkley, University of Michigan, Sweetland Center for Writing, United States
Computers and Composition Volume 40, Number 1, ISSN 8755-4615 Publisher: Elsevier Ltd
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.
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.