Cultural Shifts, Multimodal Representations, and Assessment Practices: A Case Study

Author:

Curwood Jen Scott1

Affiliation:

1. Faculty of Education and Social Work, University of Sydney, Australia

Abstract

Multimodal texts involve the presence, absence, and co-occurrence of alphabetic text with visual, audio, tactile, gestural, and spatial representations. This article explores how teachers' evaluation of students' multimodal work can be understood in terms of cognition and culture. When teachers apply a paradigm of assessment rooted in print-based culture to multimodal texts created with digital tools, they may fail to capture students' content learning and meaning-making processes that draw on diverse semiotic resources and involve multiple modes of representation.

Publisher

SAGE Publications

Reference38 articles.

Cited by 17 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Analytics-enabled authentic assessment design approach for digital education;Education and Information Technologies;2023-01-07

2. Literacies, language, and schooling: exploring writing pedagogy for English language learners;International Encyclopedia of Education(Fourth Edition);2023

3. Mechanics of Making Meaning: Multimodal Pedagogy for Films and Games;English Journal;2023-01-01

4. Assessment Design for Digital Education: An Analytics-based Authentic Assessment Approach;2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE);2022-12

5. Affordances for Multimodal Composition Using an eBook Trailer With Transmedia Storytelling;STEM Journal;2022-05-31

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