ABSTRACT
While the benefits of incorporating technology into writing instruction are well supported by research (Frey, Fisher, & Gonzalez, 2010) and revealed in many teachers’ accounts of their instructional experiences (Ruday, Conradi, Heny, & Lovette, 2013), the issue of assessing technology use looms large. During a recent professional development session I held on incorporating technological tools into writing instruction, several teachers raised the topic of assessing students’ multimedia integration. “How do you evaluate how well students use multimedia?” one asked. “All I’ve ever done is just give them credit for using it, but there’s got to be a better way.”
