Abstract Research into digital multimodal composing highlights its potential effectiveness as an engaging, motivating, autonomy-enhancing, voice-enhancing and authentic activity for L2 writers. While considerable work has gone into developing and evaluating pedagogies for digital multimodal composing, one underresearched area is that of assessment. Given that the primary goal of digital multimodal composing is to develop competencies in multiple modes (including language) the question here is how to reflect this goal in the design of appropriate assessment criteria. In particular, teachers and researchers need to establish what dimensions of multimodal communicative competence to assess and how. In this paper, we present a case study of a university English for science course in which one of the assignments is a digital video scientific documentary. The study draws on interviews with teachers in order to determine how they conceive of the multimodal assessment task, including practical issues as well as challenges faced. The article proposes a process-based model for the assessment of digital multimodal composing, which shows how processes of instruction, design activity and assessment interact. Assessment can be planned at different stages of the design activity, draw on formative and summative strategies, and must take into account the orchestration of multimodal affordances.

中文翻译：

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评估第二语言写作中的数字多模态写作：走向基于过程的模型

摘要 对数字多模态作曲的研究突出了其作为二语写作者参与、激励、增强自主性、语音增强和真实活动的潜在有效性。虽然在开发和评估数字多模态作曲的教学法方面进行了大量工作，但评估领域是一个研究不足的领域。鉴于数字多模态写作的主要目标是培养多种模式（包括语言）的能力，这里的问题是如何在适当的评估标准设计中反映这一目标。特别是，教师和研究人员需要确定要评估的多模态交际能力的哪些维度以及如何评估。在本文中，我们展示了一个大学科学英语课程的案例研究，其中一项作业是数字视频科学纪录片。该研究利用与教师的访谈来确定他们如何构思多模式评估任务，包括实际问题以及面临的挑战。本文提出了一个基于过程的数字多模态作曲评估模型，该模型显示了教学、设计活动和评估过程如何相互作用。评估可以在设计活动的不同阶段进行规划，利用形成性和总结性策略，并且必须考虑多模式可供性的编排。本文提出了一个基于过程的数字多模态作曲评估模型，该模型显示了教学、设计活动和评估过程如何相互作用。评估可以在设计活动的不同阶段进行规划，利用形成性和总结性策略，并且必须考虑多模式可供性的编排。本文提出了一个基于过程的数字多模态作曲评估模型，该模型显示了教学、设计活动和评估过程如何相互作用。评估可以在设计活动的不同阶段进行规划，利用形成性和总结性策略，并且必须考虑多模式可供性的编排。