Conclusion

By combining the use of assessment of traditional forms of writing with a few new criteria typically used in assessing visual rhetoric, instructors can manage the adjustment to assessing new media projects. I draw on a couple of established rubrics to facilitate some criteria for assessment, and I have attempted to show instructors specific examples of how to apply some principles that have been identified in scholarship in assessing PPT slide shows that integrate audio.

Further publication of assessment of various new media compositions can further help teachers assess such products and encourage teachers to integrate instruction in new media composition in their classes. Research into forms of new media assignments that instructors in various disciplines who teach Web-based courses can help identify specific media and related multi-modal composing skills for which students need instruction. Faculty in other disciplines may use new media projects as assignments in Web-based courses; consequently, instruction in composing with new media can enhance student performance in those classes.