Abstract Despite the widespread adoption of multimodal and digital modes of representation outside school settings, classroom assessment practices rely more on conventional print media and less on digital technologies. Stronger connections between the use of ICT in schools, contextual factors, and theoretical approaches are needed if teachers are to use digital tools effectively in the classroom. This study explores multimodal digital classroom assessments (MDCAs) as a subset of classroom assessments. Combining multimodal perspectives with performance assessment theory, the paper analyzes three examples of MDCAs developed in collaboration with practitioners as part of a formative experiment and discusses their affordances and potential relevance for practice. MDCAs may offer richer repertoires of modalities for students and teachers. However, implementing MDCAs requires continuous attention to validity, literacy demands, and management of the longitudinal nature of certain MDCAs. Therefore, to provide a meaningful picture of student learning, design processes should consider how evidence from MDCAs complements conventional assessment practices.

中文翻译：

---

多模式数字课堂评估，

摘要 尽管在学校环境之外广泛采用了多模式和数字表示模式，但课堂评估实践更多地依赖于传统的印刷媒体而不是数字技术。如果教师要在课堂上有效地使用数字工具，就需要在学校使用 ICT、情境因素和理论方法之间建立更紧密的联系。本研究将多模式数字课堂评估 (MDCA) 作为课堂评估的一个子集进行探索。本文将多模态观点与绩效评估理论相结合，分析了与实践者合作开发的三个 MDCA 示例，作为形成性实验的一部分，并讨论了它们的可供性和潜在的实践相关性。MDCA 可以为学生和教师提供更丰富的教学模式。然而，实施 MDCA 需要持续关注有效性、读写要求和某些 MDCA 纵向性质的管理。因此，为了提供学生学习的有意义的画面，设计过程应该考虑来自 MDCA 的证据如何补充传统的评估实践。