Literaturnachweis - Detailanzeige
| Autor/inn/en | Silseth, Kenneth; Gilje, Øystein |
|---|---|
| Titel | Multimodal Composition and Assessment: A Sociocultural Perspective |
| Quelle | In: Assessment in Education: Principles, Policy & Practice, 26 (2019) 1, S.26-42 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0969-594X |
| DOI | 10.1080/0969594X.2017.1297292 |
| Schlagwörter | Sociocultural Patterns; Multiple Literacies; Advertising; Student Projects; Active Learning; Teaching Methods; Secondary School Students; Video Technology; Classroom Communication; Student Evaluation; Summative Evaluation; Norwegian; Foreign Countries; Writing (Composition); Multimedia Materials; Photography; Teacher Student Relationship; Norway |
| Abstract | In this article, we examine how assessment is enacted and negotiated in a school project that involves multimodal composition. The case is a project on advertisement in which lower secondary students collaboratively composed multimodal commercials about various products and topics. The theoretical framework is based on sociocultural perspectives on learning and assessment, and video data of classroom interaction are subjected to detailed analysis. The findings document the consequences of decoupling production and assessment practices. The analysis show that written texts and multimodal texts have different statuses in the project because of how they are assessed and that this has consequences for students' participation as learners. In addition, the analysis shows how students position themselves differently towards resources that are intended to help them in summative assessment situations. We discuss issues that teachers may reflect upon when planning and executing multimodal composition in schools. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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