Unpacking Pandora's Box: Issues in the Assessment of English Learners’ Literacy Skill Development in Multimodal Classrooms

Abstract

Abstract In this commentary I unpack the Pandora's Box of issues related to the assessment of English language learners’ literacy skill development in multimodal classrooms. I ask how we might quantify the benefits of multimodal composing, for k‐12 as well as college students, given the existing complexity of assessing ELLs’ traditional literacy skills. I use a case study of a college student, as well as data from a project in a k‐8 site, to explore these issues and provide some starting points for a larger public discussion. I unpack four key issues and offer approaches to address each one.

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