Assessing students’ multimodal compositions: an analysis of the literature

Anderson, Katherine; Kachorsky, Dani

doi:10.1108/etpc-11-2018-0092

Cited by 14 publications

(5 citation statements)

References 47 publications

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“…The little attention on representing skills as observed in this study may be attributed to the fact that while viewing, as a multimodal reception skill, is assessed in the national examinations, albeit in a small proportion, representing, as a multimodal production skill, is not at all tested (Lim and Tan, 2021). This observation affirms the previous studies on the constraining influence of assessment on shaping the priorities of teaching and learning activities in the classroom (Anderson and Kachorsky, 2019; Unsworth et al , 2019).…”

Section: Resultssupporting

confidence: 91%

“From the beginning, I think it was a stretch” – teachers’ perceptions and practices in teaching multiliteracies

Lim

Chia

Nguyen

2022

ETPC

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Purpose The purpose of this study is to examine five Secondary English Language teachers’ perceptions and practices of multiliteracies teaching in the context of a decade after multiliteracies was introduced into the English Language syllabus in Singapore. Design/methodology/approach Adopting a case study approach, the authors observed 12 multiliteracies lessons taught by the five teacher participants across three secondary schools. The classroom data included field notes and video-recordings of the lessons. The authors also conducted pre-lesson and post-lesson interviews with the teachers to understand their beliefs and the rationale behind their classroom practices. The video-recordings of the lessons and audio-recordings of the interviews were transcribed verbatim and analysed using thematic coding. Findings The authors identify an essentialising of multiliteracies to the skills of viewing and representing with multimodal texts, as well as a sense of uncertainty amongst the teachers towards the teaching of multiliteracies. In terms of practices, the authors observed an attempt to connect with the students’ life-worlds through the use of authentic materials, but often only in service of language learning. The authors also highlight the constraining influence of assessment on shaping multiliteracies learning. The findings of this study resonate with the conclusions that some of the earlier studies reported on teachers’ perceptions and practices of multiliteracies teaching. This resonation suggests perennial issues and challenges which remain unresolved. Research limitations/implications This study is limited by the number of participants as well as the selected lessons the authors observed. The schools, while selected because they were considered as mid-range public schools in Singapore, were also not representative of all Singapore schools. As such, the authors acknowledge that the generalisability of the findings from this study is limited. Practical implications The issues raised in this study resonate with the findings from previous studies both from Singapore and around the world. The persistence of these concerns over time and space that remain unresolved demands attention and concerted action from policymakers, curriculum developers and education researchers, to address the challenges in multiliteracies teaching and learning. Originality/value This study was conducted a decade after the launch of the English Language Syllabus 2010, which first incorporated multiliteracies into the curriculum. This study examines the teachers’ perceptions and practices in relation to the policy intent. The implications from this study are relevant to educators interested in integrating multiliteracies in the literacy curriculum internationally.

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Section: Resultssupporting

confidence: 91%

“From the beginning, I think it was a stretch” – teachers’ perceptions and practices in teaching multiliteracies

Lim

Chia

Nguyen

2022

ETPC

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“…The reliance on standardized test scores to evaluate the effectiveness of TARI emerged as a common theme across many studies. As Anderson and Kachorsky (2019) note, this approach to assessment tends to align with autonomous and standard-based views of literacy that fail to capture the multidimensional nature of reading, including participation, multilingual communication, content creation, problem-solving, and collaboration. To address this limitation, researchers should explore alternative assessment techniques that measure learners’ complex competencies and align with the Universal Design for Learning (UDL), such as embedded and portfolio assessments (Office of Educational Technology, 2015).…”

Section: Discussion and Suggestionsmentioning

confidence: 99%

Technology-Assisted Reading Instruction for English Language Learners: A Methodological Review

Zuo

Ives

2023

ECNU Review of Education

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Purpose By methodologically reviewing the literature on Technology-Assisted Reading Instruction (TARI) for English Language Learners (ELLs) in K-12 settings, this study aims to advance the knowledge of TARI research and guide future research directions. Design/Approach/Methods This study examines 32 peer-reviewed journal articles published between 2000 and 2020. Each article was analyzed for research objectives, reading skills, learner demographics and contexts, theoretical frameworks, research designs, and outcomes. Findings A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments, but limited attention to learners’ literacy practices and interactive engagement in digital contexts. Additionally, there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs’ reading progression and a continued emphasis on developing traditional literacy over multimodal literacy. TARI can enhance reading motivation, foster collaborative learning, provide scaffolding, improve reading performance, and expand semiotic resources. Originality/Value As one of the first comprehensive methodological reviews of TARI, this study elucidates ELL reading education in the era of multiliteracy. Results have implications for technology-mediated education, which expanded rapidly during the COVID-19 pandemic.

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“…This gap presents an opportunity to investigate how TikTok's widespread multimodal content engages users and to consider how such approaches could enhance vocabulary instruction. Additionally, previous studies have also shown that there is insufficient exploration of TikTok's multimodal strategies from a pedagogical perspective (Sharma & Giannakos, 2020;Anderson & Kachorsky, 2019). This is problematic, as valuable insights into TikTok's engagement with learners are not being leveraged to address the recognised vocabulary retention issue.…”

Section: Tiktok Video For Vocabulary Enhancementmentioning

confidence: 99%

From Trending to Teaching: A Framework to Analyze TikTok Videos for Vocabulary Instruction

Shanthi,

Jumaat,

Suppiah

et al. 2024

IJSSR

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TikTok, a popular short-form video platform, has evolved into a versatile communication tool with potential applications in education. Examining the various multimodal components present in TikTok videos can offer valuable insights for vocabulary acquisition. TikTok combines multiple modes (multimodal), like visuals, text, audio, and movement, to engage users. Understanding the synergy between these modes on TikTok, in conveying meaning and maintaining engagement, could inform more effective vocabulary teaching methods. This paper delves into the examination of two frameworks for analysing multimodal elements in pedagogical materials. The first framework discussed is Serafini's (2010), while the second is Machin and Mayr's (2012). The findings suggest that a key distinction lies in Serafini's narrow focus on pedagogy compared to Machin and Mayr's broader approach, which scrutinises the construction of meaning. The study concludes that Serafini's framework is most appropriate for analysing multimodal elements in pedagogical materials as it directly addresses the learning objectives in student learning. The results of this study hold implications for students, educators, and educational establishments.

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Assessing students’ multimodal compositions: an analysis of the literature

Cited by 14 publications

References 47 publications

“From the beginning, I think it was a stretch” – teachers’ perceptions and practices in teaching multiliteracies

“From the beginning, I think it was a stretch” – teachers’ perceptions and practices in teaching multiliteracies

Technology-Assisted Reading Instruction for English Language Learners: A Methodological Review

From Trending to Teaching: A Framework to Analyze TikTok Videos for Vocabulary Instruction

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