As the book comes to the final chapters, it comes back to Program Revisioning and Program Assessment. This is where Lunsford says she was brought down to earth again. It is a reminder that while there are many exciting ideas and assignments set forth in this text, it has to be able to fit within the programs needs and abilities. However, these chapters also show how digital assignments can expand and enrich a program as well. In Chapter 11 “The Evolution of Digital Writing Assessment in Action: Integrated Programmatic Assessment,” Beth Brunk-Chavez and Judith Fourzan-Rice and in Chapter 12 Assessing Learning in Redesigned Online First-Year Composition Courses by Tiffany Bourelle, Sherry Rankins-Robertson, Andrew Bourelle, Duane Roen show how something like e-portfolios or the MinerWriter program can actually open up the audience for their students and provide better feedback and improve the quality of program assessment. In fact, while the other chapters look at assessing students, this chapter shows who programs themselves can improve and be assessed. Chapters 13 and 14 show how these assessments can also improve faculty development practices.
Overall, this entire text moves well from one aspect of multimodal assessment to the next. It covers information that would be of interest to students, scholars, instructors, and administrators equally. There is a plethora of examples and information that can be used in the classroom. The multimodal nature of the text helps reinforce the content of the text and adds a relatability. It also makes it impossible for there to be a print version of the text, although the open source nature more than makes up for this and adds accessibility.