Multimodal Assessments: Affording Children Labeled 'At-Risk' Expressive and Receptive Opportunities in the Area of Literacy

Autor/inn/en	Lawrence, Whitney J.; Mathis, Janelle B.
Titel	Multimodal Assessments: Affording Children Labeled 'At-Risk' Expressive and Receptive Opportunities in the Area of Literacy
Quelle	In: Language and Education, 34 (2020) 2, S.135-152 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lawrence, Whitney J.) ORCID (Mathis, Janelle B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1724140
Schlagwörter	Children; Literacy; Portfolio Assessment; Grade 4; Elementary School Students; 21st Century Skills; Suburban Schools; Low Income Students; Informal Assessment; Global Approach; Art Expression; Semiotics; Inclusion; Critical Theory; Receptive Language; Expressive Language; Multiple Literacies; At Risk Students; Texas + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Alphabetisierung; Schreib- und Lesefähigkeit; Portfoliobeurteilung; School year 04; 4. Schuljahr; Schuljahr 04; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Globales Denken; Semiotik; Inklusion; Kritische Theorie; Rezeptive Kommunikationsfähigkeit
Abstract	Current literacy assessments are focused on a single mode of meaning-making (reading and writing, whether oral or written) and assume that literacy and language are 'fixed systems'-- comprised of discrete skills that can be taught and measured in isolation. This validation and privileging of a single mode of assessment are most culpable in children labeled 'At-risk', falling significantly behind those without this label. Many informal, multimodal assessments endeavor to give a more complete picture of children as literate beings. This study investigates what a teacher can learn from a diverse range of assessment forms and modes. In a fourth-grade self-contained classroom, students engaged in multimodal assessments and created multimodal portfolios. Four students labeled 'At-risk' were chosen for a deeper analysis. Students' artifacts, interviews, and observations served as the main data sources. Both narrative analysis and analysis of narrative were utilized to generate a more complete narrative of the four students as meaning makers and communicators. The general findings suggest that these children labeled 'At-risk' were, in fact, able to engage in multimodal thinking and communication from a critical stance. (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	2024/1/01