April Ursula Fox (Education), in collaboration with Nicole J. Thomas (Guinn Center; Undergraduate Research), presented a poster titled, “Zines as Summative Assessment for Learning: Reimagining Rigor Through Creativity and Learning as Becoming,” at the 2026 American Educational Research Association (AERA) Annual Meeting in Los Angeles. The poster was featured in the session “Research on Teaching and Learning in Educational Psychology: Posters,” part of the SIG-Teaching Educational Psychology.

This mixed-methods study examines zine-making (pronounced "zeen," multimodal DIY artifacts) as a form of summative assessment in undergraduate educational psychology, demonstrating how creative, multimodal approaches can support rigorous content synthesis while fostering epistemic authorship, experiential understanding, and learner transformation. Findings suggest that reimagining assessment through zine-making can deepen engagement without reducing academic rigor. This work contributes to a broader program of research advancing the Performatic Learning framework (in press), which positions learning as an embodied, agentic, and transformative process.