Learning From Teacher Writers: Merging Multimodality AND Assessment Practices

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Explorations of Teachers' Perspectives in Writing and Literacies Research

Abstract

As using multimodal texts increases in use in ELA classrooms, it would be useful to understand how ELA practitioners are addressing, even confronting these tensions between multimodality and assessment. One source of professional guidance that might yield some understanding is the practitioner journals from the National Council of Teachers of English (NCTE). The NCTE publishes three practitioner journals divided by age group (English Journal/high school; Voices from the Middle/middle school; Language Arts/elementary school). These journals contain practical descriptions of ELA practices from both practicing teachers and teacher educators. The research question for this study was: What practical guidance about assessing multimodal work is available for ELA teachers via NCTE professional journals?

Authors

• Mary F. Rice, The University of New Mexico

• Mark A. Sulzer, University of Cincinnati