ELN302 Multimodal Assessment


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A presentation for students completing the subject ELN302. It outlines was multimodal assessment is.

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  • Notes for the voice over: Hi and welcome to week 9 of the presentations. This week our group (Charissa, Nathan, Emily and Danielle) are focusing on multimodal assessment. We will be taking you through various aspects of multimodal assessment starting with definition. We have three activities for you to complete and two discussion questions which will be provided on Tuesday and Thursday.
  • We have created a to do list for everyone to complete individually. You can fill this form out as you go, or you can fill it out after you have finished all of your activities. Just remember, you can edit your answers at any time. You just need to Click the purple box to access this list.
  • Firstly, we will be talking aboutthe term multimodal and what it means. We have broken the term down for you into two sections. Multi meaning more than one and mode meaning the way something is presented. For example something might be presented visually or it could presented through audio. Basically, multimodal means presenting something in more than one way. In 2011, O’Halloran & Lim, suggested that multimodal literacy explores students’ background and their present knowledge of texts, objects and events through investigating the five semiotic systems. One way this can be done is through the virtual culture. This is where digital tools are used, which allow students to understand the content which is being taught (Shaffer & Kaput, 1999). It is another way of presenting information which is not just written text but this is an element.
  • Palomba and Banta describe assessment as the process of gathering and discussing information, from multiple and diverse sources to ensure that deep knowledge and understanding is achieved (Palomba & Banta, 1999).With assessment their comes three dimensions:The first dimension is affective. Questions to ask yourself as a teacher include, is the assessment affective in what point it is trying to get across? Are the students engaged and have they achieved the set out criteria? How do we know that they have achieved these criteria? It is through a rubric which will be presented to the students that we as teacher have knowledge that the students have met the requirements (Callow, 2008).Compositional is ensuring that the students are aware of the language which is used in the required topic which is being assessed.Lastly is the critical dimension. Teachers change how they speak to students at different levels and this language will change assessments.
  • You have arrived at activity one. This activity focuses on your personal definition of multimodal assessment. To access the activity just click the purple box. Once you have opened up the activity you will see two columns. In the first column you need to write your name and in the second column you need to write what you this multimodal assessment is.
  • Why should we use multimodal assessment? It is used to help keep students on task, provide the students with an interest and use their interest as part of the assessment to keep them engaged. Multimodal assessment can be used as a form of differentiating work for students who may have difficulties with the topic. It also allows the students to be creative and it is authentic as it uses real life situations.It is also used as it provides a different form of teaching and learning, and therefore students do not get bored with the same old assessment tasks being set. It is important to provide these experiences for the students to ensure that each assessment is different but it is also authentic.
  • In a multimodal assessment the teacher is the facilitator.
  • In 2007, Burk and Rowsell named the four elements of multimodal assessment
  • Activity time. This activity focuses on the elements of multimodal assessment. To access the activity, click the purple square. Remember when you complete this activity, you can tick it off your to do list.
  • There are many examples of multimodal assessment. Some examples include….The following slides contain some other examples.
  • This activity requires you to find a website which you could use as a multimodal assessment. When everyone has completed this activity, we will all hopefully have a great list of resources that we can take away with us. You are also required to fill out a pmi chart. If anyone is unfamiliar with this, it just means that you need to think of a Plus, minus and something interesting about your website. Click the purple box to open the activity.
  • ELN302 Multimodal Assessment

    1. 1. Charissa Burns, Nathan De Rooy, Emily Scott and Danielle Sinclair
    2. 2.  Before you get started please have a look at the to-do list.
    3. 3.  Multi = more than one  Mode = the way something is presented  Multimodal literacy explores students’ background and present knowledge by investigating semiotic systems (O’Halloran & Lim, 2011)  Virtual culture is digital tools that allow students to understand content. (Shaffer & Kaput, 1999).
    4. 4.  Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding (Palomba & Banta, 1999).  There are three dimensions of assessment which include:  Affective- students enjoyment  Compositional- Students use of metalanguage  Critical- how you speak to different age groups (Callow, 2008)
    5. 5.  How would you define multimodal assessment?
    6. 6.  Keeps students on-task  Interests our students  It can be differentiated for students’ ability  Uses students creativity and  It is authentic  Eliminates repetitive assessment tasks
    7. 7.  LOOKS like every other subject other than the one you are teaching.  SOUNDS like a riot is happening inside.  FEELS like something you can actually touch.
    8. 8.  Composition and affect  Structure and discourse  Grammar and linguistic  Design and repertoires of practice
    9. 9.  What are the four elements? How do they interconnect?
    10. 10.  Websites  Radio segments  Interactive power point  Song  Role play  Poems  Blogs  Youtube videos which are limited to only the class having access too (Jewitt, 2003).
    11. 11.  Explain expectations, possibilities, excitement and let the students know that you don’t know everything (Angell, 2003).  Don’t limit the students.  There are many places you can find the information you need.
    12. 12.  Multimodal assessment
    13. 13.  Thankyou for watching our presentation. Hopefully you have learnt something and are now excited to incorporate multimodal assessment tasks into the classroom. Remember to fill out the to do list and if you have any questions or comments just post them onto the Google+ page.
    14. 14.  Adsanatham, C. (2012). Integrating assessment and instruction: Using student – generated grading criteria to evaluate multimodal digital projects. Computer and composition. 29(2) p. 152-174.  Angell, J. (2013). Multi-modal assessment. Retrieved from www.slideserve.com/chun/multi-modal-assessment  Curwood, J. (2012). Cultural shifts, multimodal representations, and assessment practices: a case study. International Journal of Learning and Media. 9(2) p.232- 244.  Donald, M. (1991). Precis of Origins of the modern mind:Three stages in the Evolution of culture and cognition. Harvard Press. Retrieved from http://www.genling.nw.ru/Staff/Psycholinguistics/Precis.pdf  Callow, J. (2008). Show me: Principles for assessing students’ visual literacy. The ReadingTeacher. 61(8) p.616-626.  Jewitt, C. (2003). Re-thinkingAssessment: Multimodality, literacy and computer- mediated learning.Assessment in Education, 10(1)p. 83-102  O’Halloran, K., & Lim, F. (2011). Dimensioner of Multimodal Literacy. Nationalt Videncenter for Laesning: Denmark. 10 p.14-21.  Palomba, C., & Banta,T. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Franciso: Jossey-Bass