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Assessing multimodal texts

Conference paper
Authors Anna-Lena Godhe
Berner Lindström
Published in ICSEI 2013
Place of publication Santiago de Chile
Publication year 2013
Published at The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)
Department of Applied Information Technology (GU)
Language en
Subject categories Educational Sciences

Abstract

With 1-1 solutions, where each student is equipped with a personal laptop, becoming increasingly common it is possible for students to produce digital material to a greater extent than before. In this study students have been video and audio recorded while they make multimodal texts in the shape of a digital story, in order to find out what making a multimodal text entails in a school context and how the text is assessed. Excerpts from negotiations when teacher and students make and assess multimodal stories will be presented to highlight how practices are altered, or not, when texts consisting of several modes of expressions are made and assessed in a school context. In the presentation comparisons between the present and earlier curricula regarding a widening concept of texts will be discussed in order to explore the implications of this in practice. The results imply that there is a need to discuss questions such as; how can multimodality be assessed and what are the characteristics of what is considered to be a “good” multimodal text in a school context. If the answers to these questions are not negotiated, the assessment of multimodal text may focus on some modalities while ignoring others.

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