Designing Assessment of Multimodal Representations of Themes from 'Pleasure Reading'

As long ago as 1993 Elliot Eisner wrote the following:

. . . if one’s view of the function of assessment is to determine the unique ways in which students interpret or apply what they have learned, then a common set of test items and a common set of response alternatives might not be appropriate. In new approaches to assessment, students will not only be given opportunities to construct their own responses to what they have learned, they will also be given opportunities to select the medium through which what they have learned can be made public.

(Eisner 1993, in Lubisi 1999:150)