Curatorial note from Digital Pedagogy in the Humanities: This assessment guide centers on multimodal thesis projects done by students in an undergraduate honors program at the Institute for Multimedia Literacy. It includes a brief program history, a discussion of the challenges of documenting multimodal work, and a set of assessment parameters for gauging its efficacy. It is part of a webtext published in Kairos: A Journal of Rhetoric, Technology, and Pedagogy. The webtext includes twelve short videos that feature students from a range of disciplinary majors describing their theses. Each video is accompanied by a “notes on process” section, which includes the decisions made in constructing the video with regard to the representation of students and their work. Kairos editor Cheryl Ball builds on the thesis parameters and offers a nuanced reading of multimodal assessment practices in her article “Assessing Scholarly Multimedia: A Rhetorical Genre Studies Approach,” which is a great resource for teachers
