ABSTRACT
This chapter shares our experiences with multimodal assessments in a course we co-teach at the American University in Cairo (AUC). AUC is a liberal arts institution, and the majority of students are Egyptian, unused to multimodal assessment in their previous schooling. Our course is part of the university’s core curriculum and is entitled Creative Thinking and Problem Solving. Given the course’s focus area, we have made a concerted effort to have creative formative assessments, including reflective blogging, ePortfolios, podcasting, Twitter games, alternative curriculum vitaes, and student-created liquid syllabus. While we found formative assessments opportunities for deeper learning, we will also highlight some of the challenges we faced, such as student resistance to some modes of assessment, difficulties with providing assessment criteria while also allowing for creativity, and students’ lack of awareness of copyright issues.
