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It reports a design-based research study supporting teachers in using explicit quality criteria in Danish and History classes for grades 5–8 (year 11–15). A prototype tool for drafting and applying assessment criteria was iteratively developed through interventions, interviews, observations, assignments, and student products. Results argue that teachers often do not treat qualities of multimodal genres as legitimate due to relevance, communication, mode-learning, and reliance on traditional genres.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/supporting-the-legitimacy-of-quality-criteria-for-multimodal-production-in-school/601074/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/supporting-the-legitimacy-of-quality-criteria-for-multimodal-production-in-school/601074.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article investigate about digital multimodal student productions?","Question",{"text":112,"@type":113},"It examines the significance of teachers’ conceptions of quality when assessing students’ digital multimodal productions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the authors support teachers in using quality criteria?",{"text":117,"@type":113},"They conducted design-based research and developed a tool that helps teachers draw up and use explicit assessment criteria for digital multimodal products.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do teachers sometimes not regard qualities of digital multimodal genres as legitimate in school?",{"text":121,"@type":113},"The authors propose four reasons: lack of acknowledged product relevance, confusing communication purposes leaving no clear criteria, rejection of learning potential in non-language modes, and assessment framed through traditional school genres.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601074,1792209144,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Hoffmeyer, M., et al. (2020). Supporting the Legitimacy of Quality Criteria for Multimodal Production in School. Designs for Learning, 12(1),1–12. DOI: [http://doi.org/10.16993/dfl.119](http://doi.org/10.16993/dfl.119)  \n\n| RESEARCH\u003Cbr>Supporting the Legitimacy of Quality Criteria for Multimodal Production in School\u003Cbr>Mikkeline Blatt Hoffmeyer, Jesper Juellund Jensen and Marie Veisegaard Olsen |\n| --- |\n| The aim of this article is to examine the significance of teachers’ conceptions of quality when assessing digital multimodal student productions. The authors have undertaken a design-based research study to examine how to support teachers’ use of explicit quality criteria for multimodal production in 5th to 8th grade Danish and History classes (year 11–15). Through the development of a tool to support teachers’drawing up and use of assessment criteria for digital multimodal products, teachers’ conceptions of quality of multimodal products were examined based on interviews and classroom observations. The authors propose four reasons for teachers not regarding qualities of digital multimodal genres as legitimate in school. Firstly, the relevance of product quality is not acknowledged. Second, opposing and confusing communication purposes for multimodal products in school leave no room for clear quality criteria and assessment of the products. Third, the learning potential of other modes than language is not accepted. And finally, the new digital multimodal genres are understood and assessed in the light of traditional school genres. |\n| Keywords: multimodality; student production; digital literacy; genre; assessment; quality |\n\nCreativity, communication and information literacy are among the competences often mentioned as required for students in the 21st century (‘ATC21S’, n.d.), and thus the competence to produce digital multimodal texts has become crucial. Furthermore, multimodal student production understood as a meaning-making activity can be viewed as valuable for learning (Selander and Kress, 2012) . Accordingly, the national curriculum for the Danish school includes a description of the student as a ‘goal-oriented and creative producer’ in every school subject under the heading of ‘IT and media’(Undervisningsministeriet, n.d.-b) . Unfortunately, international studies on computer and information literacy (ICILS) show that multimedia production tools are rarely employed by teachers (Fraillon, Ainley, Schulz, Friedman and Gebhardt, 2014) and that Danish students do not carry out more advanced forms of digital communication as frequently as students of the same age in other countries (Bundsgaard, Pettersson and Puck, 2014) . Furthermore, a national study on student products and assignments in Danish, Mathematics and Science show a tendency with teachers to encourage monomodal rather than multimodal productions, leaving potentials of meaning making through multimodality unrealised (Sloth, Hansen and Bremholm, 2016) . In other words, it seems that learning potentials of digital multimodal stu-  \nUniversity College Copenhagen, DK  \nCorresponding author: Jesper Juellund Jensen ([jjj@cyrk.dk](jjj@cyrk.dk))  \ndent production are not fully utilised in the school subjects in Denmark.  \nFrom a social semiotic perspective, learning is an activity of sign-making, where the meaning of signs is socially and culturally defined (Selander and Kress, 2012) . But in a school set up for more traditional literacy genres, teachers often fail to acknowledge how new multimodal genres communicate meaning (Jewitt, 2006; Burke, 2009; Sørensen, Levinsen, Skovbjerg, Ejsing-Duun, Henningsen, Tosca and Bremholm, 2016) . Furthermore, teachers and students do not necessarily share expectations about what counts as quality which is unfortunate since shared expectations are needed to give relevant feedback, to assess student products and to ensure progression (Sadler, 1989; Black and William, 1998) . In particular, explicit criteria used for formative asse","cbCaii5MRbjbLSC5","https://ap.wps.com/l/cbCaii5MRbjbLSC5","pdf",855679,12,"English","# Background\n## Teachers’ conceptions of quality and formative assessment\n## Need for explicit quality criteria\n# Research project and design-based development\n## Tool development through interventions\n# Findings\n## Obstacles to considering multimodal qualities as legitimate","[{\"question\":\"What does the article investigate about digital multimodal student productions?\",\"answer\":\"It examines the significance of teachers’ conceptions of quality when assessing students’ digital multimodal productions.\"},{\"question\":\"How did the authors support teachers in using quality criteria?\",\"answer\":\"They conducted design-based research and developed a tool that helps teachers draw up and use explicit assessment criteria for digital multimodal products.\"},{\"question\":\"Why do teachers sometimes not regard qualities of digital multimodal genres as legitimate in school?\",\"answer\":\"The authors propose four reasons: lack of acknowledged product relevance, confusing communication purposes leaving no clear criteria, rejection of learning potential in non-language modes, and assessment framed through traditional school genres.\"}]","Supporting the Legitimacy of Quality Criteria for Multimodal Production in School | PDF",1792091930]