As a relatively seasoned teacher, I have long rejected the use of multimodal assignments in my first year composition classroom. This reticence has primarily stemmed from assessment concerns and questions of applicability and validity of these assignments but, through a slow process of enculturation into multimodal composition work, I now fully embrace this work as an integral element of my pedagogy. Throughout this study, I have discovered that, when students are directly involved as stakeholders and contributors in the assignment rubric creation process, assessment of multimodal assignments is quite feasible, enjoyable, and beneficial to all classroom participants. 



This study focuses on the theoretical, scholarly discussions surrounding multimodal assessment. It also explores the praxis of teaching and assessing multimodal assignments through student commentary, teacher commentary, sample student-teacher created rubrics, sample student reflections, and lesson plans that will provide teachers who are new to this process with some suggestions for planning. The study focuses on one multimodal assignment during the semester. The details of the assignment are listed on the