Teaching English as a Second Language (TESOL) professionals are currently engaged in ameliorating the quality of extant literacy instruction and assessment that will be responsive towards multilingual, digital and multimodal literacy practices of students in the technology-enhanced dynamic twenty-first-century literacy landscape. The unprecedented shift from the conventional to digital multimodal literacy practices has led to a reconceptualization of literacy and a reconsideration of the extant language-based assessment to incorporate multiple semiotic resources including image, sound and gesture. This entry offers a critical review of TESOL’s digital multimodal literacies and assessment practices. It introduces the notion of digital multimodal literacies, highlighting the need for reframing assessment practices in a multimodal manner. Considering the affordances and challenges of digital multimodal assessment for students and teachers that are addressed in the entry, it is recommended that assessment procedures be aligned with situated pedagogical practices sensitive towards the local constraints and that teachers and students be engaged in the collaborative rubric design. It is also suggested that the assessment criteria and procedures should be regarded as process- and product-focused, flexible and emergent as opposed to being exclusively product-focused, rigid, restrictive and prescriptive. Further research is needed to design programs geared towards training teachers and teacher educators in terms of how to design digital multimodal assessment schemes in alignment with situated classroom practices and learner profiles.