Walden University Assessment and Reflection on Multimedia Skills

Assignment: Assessment and Reflection

You are approaching the end of your multimedia literacy experience. This Assignment provides you with an opportunity to reflect on the course and the multimedia production process. You have accessed, analyzed, and created digital instructional multimedia. Now you are ready to report your evaluation.



  • IN 1 PAGE: Collaboration: provide an analytical rationale how collaboration affected your creative process for the creation of your multimedia-based Sometimes referred to as reusable learning objects.  Search the web for definitions and examples.

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  • IN 1 PAGE Collaboration: analyze the advantages and disadvantages of the feedback you received on your work, providing examples and supporting documentation from the feedback you received. Analyze how the feedback received from classmates, your instructor, and from the collaboration in your PLN helped you design and create your final multimedia learning object. Provide supporting evidence and examples. *****(FEEDBACK WAS NOT GOOD, TEACHER IS VERY VERY VERY STRICT. (I LOVE TO FINISH THIS CLASS TOMORROW!!!) HE TOOK POINTS FOR EVERYTHING: GRAMMAR, LO, LEARNING OBJECTIVES, PROTOCOLO CONVERSATION, LESSON PLANS, VIDEOS, MULTIMEDIA, IMAGES, ETC

IN 2 PAGES: provide a well-documented rationale for the instructional effectiveness of your LO including:

  • Development of Assessment: An analysis of the development of your assessment you used to field test your LO. Provide a rationale for the content of the assessment items based on the purpose and goals of the LO (e.g., the impact you expected the LO to have on student learning outcomes) and the feedback you received from your PLN.
  • Analysis of Assessment Data: Compare what you expected students to learn with what they actually demonstrated on your assessment tool and how this helped you interpret the instructional effectiveness of your LO on student learning, including an analysis of detailed statistics from your field test
  • Use of Assessment Data to Make Improvements: You explained how you would change your LO based on the assessment data.

Personal Growth

  • IN 1 PAGE: As Creator: , provide a synthesis of your development as a multimedia designer/creator throughout the course, integrating your collaborative work in your PLN, discussions, and course resources. Analyze how your comfort level creating digital media changed during this course including examples from the development of your LOs.
  • IN 1 PAGE: As Educational Technologist: synthesize your overall class experience. Provide an analysis of how your multimedia production and collaboration with your PLN may have an impact on your overall learning experience in the educational technology program going forward, providing examples and supporting documentation from your experience developing LOs. Provide a synthesis of your course experience developing LOs to share how being able to produce multimedia Sometimes referred to as reusable learning objects.  Search the web for definitions and examples.

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Ball, C. E. (2012). Assessing scholarly multimedia: A rhetorical genre studies approach. Technical Communication Quarterly, 21(1), 61–77.

Ostenson, J. W. (2012). Connecting assessment and instruction to help students become more critical producers of multimedia. Journal of Media Literacy Education, 4(2), 167–178.

Pittman, J. (2013). From theory to assessment: A modern instructional course. Journal of Applied Learning Technology, 3(2), 26–30.

Clark, R. C., & Mayer, R. E. (2016). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). San Francisco: John Wiley & Sons, Inc.

  • Chapter 4, “Applying the Multimedia Principle: Use Words and Graphics Rather Than Words Alone” (pp. 67–89)
  • Chapter 6, “Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text” (pp. 113-130)

Wills, G. B., Bailey, C. P., Davis, H. C., Gilbert, L., Howard, Y., Jeyes, S., & … Young, R. (2009). An e-learning framework for assessment (FREMA). Assessment & Evaluation in Higher Education, 34(3), 273–292.