Integrating Multimodality: A ready-made rubric

Document created by Karita dos Santos Employee on Aug 19, 2015Last modified by Elizabeth Uva on Sep 4, 2015
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A ready-made rubric for evaluating multimodal projects


I’ve found this to be a really flexible, customizable set of questions that can be added to and edited to guide responding to and evaluating a multimodal project. The questions below can be addressed with Likert-scale responses (e.g., Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree); with Yes / Kind of / No responses; or can be retooled to respond with letter grades as responses.


You’ll notice that some of the questions draw directly from the ways of approaching compositions in Understanding and Composing Multimodal Projects. Others, however, might be drawn from your handbook or from your syllabus, or from other course materials.




Is there a starting point? An introduction that serves to acclimate readers and introduce the focus? Does this starting point provide an overview to the focus and purpose of the composition?


Is there a clear purpose to the composition? Is it obvious what the composition is meant to do (e.g., teach, guide, warn, entertain)?


Is the topic well-selected? Has the composer chosen an interesting and focused example to explore?


Are appropriate textual elements—for example, examples, descriptions, explanations, quotations—integrated into the composition?


Are the textual elements integrated in a meaningful way? That is, did the composer deliberately use different fonts, colors, sizes, highlighting features, etc.?


Are appropriate sound elements—for example, music, noise, voice—integrated into the composition?


Are appropriate visual elements—for example, still images or moving images—integrated into the project?


Do the modes used in the composition work well together to serve the composer’s purpose and to address the composer’s intended audience?


Is the project well-focused overall? Are the transitions between and across ideas, however those ideas are presented?


Does the composition provide conclusions supported by the introduction and body of the project? Are these conclusions sophisticated, thoughtful, and appropriate?


Is the composition relatively free of technical, grammatical, typographic, or spelling errors?