In this article, we examine teachers’ efforts to negotiate criteria for assessing digital stories. A discussion among six teachers who teach Norwegian at the upper secondary level shows that these teachers tend to focus on the verbal messages of digital stories. Further, the teachers tend to expect digital stories to have similar content as traditional verbal school texts. In the discussion, we illuminate some of the challenges and dilemmas that emerge when digital stories turn into assessment objects, and prepare the ground for further research on how assessment impacts the pedagogical potential of digital storytelling.

Keywords: : Digital story, assessment, criteria, assessment criteria, development, teachers