Assessing Multimodal Compositions in EAP Context: Raters’ Perceptions and Operationalization of Assessment Criteria

Abstract

Multimodal assessments in English for Academic Purposes (EAP) courses remain under-researched. This study investigates raters’ perceptions and their operationalization of analytic rubrics when assessing multimodal compositions. Using think-alouds and interviews, the study documents raters’ struggles, including discrepancies between rubric constructs and raters’ priorities, which are influenced by both rubric design and raters’ beliefs about multimodality. The findings highlight challenges in rubric application and suggest that task-specific rubrics, along with collaborative rubric development involving teachers and raters, can improve the authenticity and effectiveness of multimodal assessments.