Working multimodally: Challenges for assessment

File Size Format
59131_1.pdf 2797Kb Adobe PDF View
Title Working multimodally: Challenges for assessment
Author Wyatt-Smith, Claire Maree; Kimber, Kay
Journal Name English Teaching: Practice and Critique
Year Published 2009
Place of publication New Zealand
Publisher University of Waikato
Abstract This article explores the emergence of multimodality as intrinsic to the learning, teaching and assessment of English in the Twenty-First Century. With subject traditions tied to the study of language, literature and media, multimodal texts and new technologies are now accorded overdue recognition in English curriculum documents in several countries, though assessment tends to remain largely print-centric. Until assessment modes and practices align with the nature of multimodal text production, their value as sites for inquiry in classroom practice will not be assured. The article takes up the question: What is involved in assessing the multimodal texts that students create? In exploring this question, we first consider central concepts of multimodality and what is involved in “working multimodally” to create a multimodal text. Here, “transmodal operation” and “staged multimodality” are considered as central concepts to “working multimodally”. Further, we suggest that these concepts challenge current understandings of the purposes of, and possibilities for, assessment of multimodal text production.
Peer Reviewed Yes
Published Yes
Alternative URI
Copyright Statement Copyright 2009 ETPC. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Volume 8
Issue Number 3
Page from 70
Page to 90
ISSN 1175-8708
Date Accessioned 2009-12-23
Language en_AU
Faculty Faculty of Education
Subject Education Assessment and Evaluation
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

Show simple item record

Griffith University copyright notice