ABSTRACT
In this chapter, the authors examine how to strategically generate and gather direct evidence of that learning; learning that is continually visible in Digital screen mediation. They consider how to conceptualize and assess student learning as part of digital screen mediation processes. By pushing learners to examine critically and authentically what they see on digital screens, the authors develop dispositions and ways of thinking and articulating that empower not just within the confines of the educational context, but beyond. Similarly in online learning contexts, annotated transcriptions of both synchronous and asynchronous participation become the focus of performance archives and assessments. Individual learners can review transcripts of their target language conversations with their teacher or tutor to review and literally see the language learning in action. Autonomous online learners can chart the progress of their learning utilizing established standards and/or those of their own devising.
