Using frames and making claims: the use of multimodal assessments and the student as producer agenda

Abstract

Abstract This paper focuses on the use of multimodal presentations as part of a teaching, learning and assessment strategy. Used as part of an assessment of a final-year undergraduate module on a social policy programme, the rationale was to provide students with the opportunity to develop and demonstrate multimodal and communications skills that form an increasingly important part of policy communications work. Despite a number of challenges, students reported and demonstrated a deep, sustained and meaningful engagement with the subject matter and the technologies employed. It is argued that the use of multimodal presentations as a form of assessment can make a significant contribution to the student as producer (SaP) agenda.