A formative assessment tool for exploring multimodal interactions for learning, incorporating understanding of knowledge processes and the learning by design criteria of demonstration of experiential knowledge, conceptual knowledge, analytical knowledge, and applied knowledge. These dimensions are evaluated based on autonomous, assisted, and collaborative levels of performance exhibited by students.
Published in Chapter:
Multiliteracies Performance Assessment Zones (MPAZ): A New Tool to Explore Multimodal Interactions for Virtual Learning
Stefania Savva (Cyprus University of Technology, Cyprus)
Copyright: © 2019
|Pages: 34
DOI: 10.4018/978-1-5225-5912-2.ch008
Abstract
Recognition of the dramatically changing nature of what it means to be literate in the so-called “information age” has resulted in an increasing interest among the educational research community around the importance of students developing “multiliteracy” skills and engaging in multimodal learning. Nevertheless, for such learning to be meaningful, requires to reconceptualize delivery strategies and assessment of multimodally mediated experiences. The aim of this chapter is dual: First to introduce an alternative framework for formative assessment of multimodal interactions for learning. Secondly, the intention is to uncover the story of culturally and linguistically diverse students' multimodal experiences, resulting from engagement in the creation of a student-generated virtual museum during a design-based research implementation. Drawing from the literature, analysis, and evaluation using the framework explained, it is evident that virtual museum-based multiliteracies engagement, benefits pupils' multimodal awareness, meaning making, and development as active designers of their learning.