Writing Assessment: What Would Multiliteracies Teachers Do?

Abstract

The paper presents an overview of multiliteracies theory and its impact on writing assessment. Current writing assessment practices reflect a cognitive perspective, and shifts in assessment approaches are necessary to encompass a multiliteracies approach. An analysis of one writing assessment tool is used to demonstrate the inconsistencies between current writing assessment practices and multiliteracies theory. In conclusion, this paper explores ideas for reframing writing assessment to align more closely with multiliteracies theory.