Frameworks for teaching, learning, and assessment of digital multimodal meaning-making: a scoping review

Numerous studies have been conducted on teachers’ implementation of multimodal meaning-making and digital technology in classroom contexts, showing a discrepancy between teaching and assessment concerning digital multimodal meaning-making. This scoping review examines research in the field with a focus on frameworks used for assessing digital multimodal meaning-making. Following established scoping review methodology, the review employed explicit inclusion and exclusion criteria and an iterative screening process to identify relevant studies. The empirical material comprises 27 peer-reviewed articles containing frameworks for assessing digital multimodal meaning-making. These articles are published in 23 journals, and most of them are empirical research. This review analyses frameworks in terms of design and assessment focus and discusses implications for their adaptability to local practice and future studies. The findings are discussed from the following aspects: (1) an exploratory field in progress, and (2) navigating a dynamic process of multimodal meaning-making. The implications from our findings indicate the inconclusive nature of the research regarding adaptability to local practice and the holistic ambition of promoting intermodal knowledge in a shared metalanguage.