Adopting a Pedagogy of Multiliteraciesfor Multimodal Assessments in theBGE English Classroom
Keywords:
Multimodality, Pedagogy of Multiliteracies, Assessment, English Education, Literacy Education, Inclusive EducationAbstract
This small-scale, qualitative action research explores the impact of a Pedagogy of Multiliteracies (New London Group, 1996) and a multimodal approach to assessment within a Scottish Secondary BGE English classroom, including the effect of teaching and learning resources, their influence on the design of multimodal assessments, and an analysis of the multiliteracy skills assessed in pupil-produced texts. The triangulation of a practitioner journal, pupils’ multimodal texts and reflections highlight aspects of effective multimodal assessment design, the impact of the assessments on learning and meaning making, and the effectiveness of a multiliteracies approach to multimodal assessment practice.
A Pedagogy of Multiliteracies demonstrates how a variety of modes are used together to communicate meaning and supports a new way to develop inclusive assessment practices. Assessment of pupils’ texts suggests that the design/re-design cycle (Janks, 2010) is an impactful aspect ofa multiliteracies approach, influencing students’ understanding of multimodal teaching, learning, and assessment resources.
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