Comics and Digital Story Telling as an Assessment Option

Sunday, December 23, 2018
It's important for students to collaborate, communicate, think critically, and create, but sometimes it is hard to keep up with new digital artifacts that we can incorporate into our assessment options. I've written posts about students creating infographics, discussion topics, blogs, and memes, so today I want to add comics or digital stories to that list. I'd love to hear about the things your students are creating so I can add them to our repertoire!

Why Should Students Create Comics?

  • Students have to think critically about audience, tone, and purpose to communicate content. 
  • Many students have read and enjoyed graphic novels in the past like Diary of a Wimpy Kid, Manga, March, and many other titles. Creating digital stories for them can be engaging and tap into valuable prior knowledge. 
  • Digital stories can be told in almost any discipline for almost any content. 
  • Digital stories can meet many of the narrative standards for ELA and literacy across the curriculum. 

Which Tools Should We Use? 


What do Student Samples Look Like? 

Here are 4 student samples from my 9th grade English class. After finishing the graphic novel March by John Lewis, (about the civil rights march in Selma and lunch counter sit-ins), students created comics that retold other events of their choice in the civil rights histories of African-Americans, Latinx-Americans,  Muslim Americans, The LGTBQ+ community, and more. 





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