A Methodology for Assessing Students’ Digital Multimodal Products Using an Analytic Rubric
DOI:
https://doi.org/10.55640/jsshrf-06-05-29Keywords:
Analytic rubric, digital product, digital multimodal composingAbstract
This article develops a conceptual and methodological framework for assessing students’ digital multimodal products, with particular relevance to pre-service philology teacher education, through an analytic rubric. An integrative review was conducted of research on scoring rubrics, e-portfolios, digital multimodal composing, genre-sensitive assessment, and formative feedback. The synthesis resulted in a seven-criterion, four-level rubric covering content accuracy and evidence, linguistic and rhetorical quality, genre and audience alignment, multimodal coherence, technical functionality and accessibility, academic integrity and ethical-legal responsibility, and process documentation with reflection. The proposed procedure includes constructive alignment of the task, explicit interpretation of criteria, exemplar-based calibration, self- and peer assessment, teacher scoring, moderation, feedback, revision, and portfolio documentation. The contribution lies in combining product, process, genre, multimodal, ethical, and reflective dimensions within one adaptable assessment architecture.
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Copyright (c) 2026 Djabbarova Feruza Azamovna
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