<p>Increasingly, students in elementary schools are required to present information in assessment using a range of modes, not just through language alone. Although there is an expectation for students to use multimodality (image, sound, gesture, and spatial aspects) in their composed texts, there are limited resources for teachers to help students create multimodal texts and assess their multimodal text productions, especially when students are given the choice of how they present information for a single assessment task. This paper consequently shares examples of collaboratively constructed multimodal text assignments and assessments for upper elementary learners in Australia. It uses a sociocultural framework for literacy that encourages student voice in assessment choice and judgment. The paper proposes a Multimodal Composing Assessment Tool (MCAT) to assist students and teachers when assessing diverse multimodal texts.</p>