The Value of Feedback and Formative Assessment on Multimodal Texts

• In Event: Marriott Roundtable Session 5
  In Roundtable Session: Play(ing) With Media: Cultural Artifacts, Aesthetic Pedagogies, and Multimodal Assessment

Abstract

This paper examines how formative assessments were enacted and negotiated in a number of different school projects that involved multimodal composition. The analysis addressees’ key questions in the culture of one-to-one classroom were students work across modes in a number of different software for editing multimodal texts. The findings document the consequences of decoupling multimodal production and formative assessment practices. In addition, the analysis shows how students position themselves differently toward a range of different resources when working on multimodal texts across a wide range of different projects. Building on previous studies on formative assessment and multimodality, this presentation demonstrates the complexity in media production across a wide range of subjects in lower secondary schools.

Author

• Øystein Gilje, University of Oslo