Multimodala bedömningspraktiker och lärares lärande
DOI:
https://doi.org/10.24834/educare.2018.1.3Keywords:
assessment, Bernstein, multimodal text, teacher learning, professional developmentAbstract
The article reports on a study where teachers in early primary school were presented to tools to approach texts and meaning-making from a multimodal perspective. The study aims to develop knowledge of enabling and constraining factors for the development of a multimodal assessment practice. To do so, we examine how teachers’ understanding of quality in students’ multimodal texts is manifested in assessments, and how this relates to available tools. The findings are discussed with the help of Bernstein's (1990; 2000) theoretical framework and focus on the conditions for teachers' work and learning. The study demonstrates teachers’ attention to multimodal text quality as ability to follow writing conventions, organize text and communicate content with several interacting resources. Available tools shape and broaden what is noticed. However, to give content to the metalanguage further knowledge on the use of different semiotic resources is needed. The study hereby raises the importance of interdisciplinary perspective on multimodal assessment.
References
Andersson, Martha (2014). Berättandets möjligheter: multimodala berättelser och estetiska lärprocesser. (Doktorsavhandling). Luleå: Luleå tekniska universitet.
Bearne, Eve (2003). Rethinking literacy: Communication, representation and text. Reading Literacy and Language, 37(3), 98–103.
Bearne, Eve (2009a). Assessing multimodal texts. In A. Burke & R. Hammett (Eds.), Assessing new literacies: Perspectives from the classroom (pp. 15–33). New NY: Peter Lang Publishing.
Bearne, Eve (2009b). Multimodality, literacy and texts: Developing a discourse. Journal of Early. Childhood Literacy, 9(2), 156–187.
Bearne, Eve (2017). Assessing children's written texts: a framework for equity. Literacy, doi: 10.1111/lit.12105.
Bearne, Eve, Ellis, Sue, Graham, Lynda, Hulmes, Pam & Merchant, Guy (2004). More than Words: Multimodal texts in the classroom. London: Qualifications and Curriculum Authority Retrieved 17–03–20 at http://www.suehorner.com/7.html
Bearne, Eve, Ellis, Sue, Graham, Lynda (2005). More than Words 2: Creating Stories on Page and Screen. London: Qualifications and Curriculum Authority. Retrieved 17–03–20 at http://www.suehorner.com/7.html
Bearne, Eve & Kress, Gunther (2001). Editorial. Reading, literacy and language, 35(3), 89–93.
Bearne, Eve & Wolstenscroft, Helen (2007). Visual Approaches to teaching writing. London: Sage.
Bernstein, Basil (1990). The Structuring of Pedagogic Discource. Volume IV. Class, Codes and Control. London: Routledge.
Bernstein, Basil (2000). Pedagogy, symbolic control and identity: theory, research, critique. Rowman & Littlefield Publishers.
Bezemer, Jeff & Kress, Gunther (2016). Multimodality, learning and communication: a social semiotic frame. London: Routledge.
Birenbaum, Menucha, Kimron, Helena & Shilton, Hany (2011). Nested contexts that shape assessment for learning: School–based professional learning community and classroom culture. Studies in Educational Evaluation 37, 35–48.
Borgfedt, Eva (2017). Multimodal textproduktion i årskurs 3 – analys av en lärares bedömning. Educare – Vetenskapliga skrifter. (1), 118–151.
Cloonan, Anne (2011). Creating multimodal metalanguage with teachers. English Teaching: Practice and Critique, 10(4), 23–40.
Cope, Bill, & Kalantzis, Mary (Eds.) (2000). Multiliteracies: Literacy learning and the design of social futures. London, England: Routledge.
Dahlback, Katharina (2017). Svenskämnets estetiska dimensioner - i klassrum, kursplaner och lärares uppfattningar. (Doktorsavhandling). Göteborg: Göteborgs universitet.
Edwards–Groves, Christine (2011). The multimodal writing process: Changing practices in contemporary classrooms. Language and Education, 25(1), 49–64.
Engblom, Charlotte (2012). Yngre barns skärmbaserade texthantering: Multimodala texter och nya perspektiv på progression och bedömning. Åttonde nationella konferensen i svenska med didaktisk inriktning: Språket, kroppen och rummet - multimodala och digitala perspektiv på lärande. Stockholm. ss. 35–50.
Erixon, Per–Olof, Marner, Anders, Scheid, Manfred, Strandberg, Tommy & Örtengren, Hans (2012). School Subject Paradigms and Teaching Practice in the Screen Culture: Art, Music and the Mother Tongue (Swedish) under Pressure. European Educational Research Journal. 11(2), 225–273.
Fast, Carina (2007). Sju barn lär sig läsa och skriva. Familjeliv och populärkultur i möte med förskola och skola. (Doktorsavhandling). Uppsala: Uppsala universitet.
Godhe, Anna–Lena (2014). Creating and assessing multimodal texts: negotiations at the boundary. (Doktorsavhandling). Göteborg: Göteborgs universitet.
Gyllander Torkildsen, Lisbeth (2016). Bedömning som gemensam angelägenhet: enkelt i retoriken, svårare i praktiken: elevers och lärares förståelse och erfarenheter. (Doktorsavhandling). Göteborg : Göteborgs universitet.
Halliday, Michael A.K. (1978). Language as social semiotic. The social interpretation of language and meaning. London: Edward Arnold.
Hung, Hsiu–Ting, Chiu, Yi–Ching, J. & Yeh, Hui–Chin (2013). Multimodal assessment of and for learning: A theory–driven design rubric. British Journal of Educational Technology, 44(3), 400–409.
James, Mary & Pedder, David (2006). Beyond method: assessment and learning practices and values. The Curriculum Journal, 17(2), 109–138.
Jewitt, Carey (2005). "Reading," and Writing for the 21st Century. Discourse: studies in the cultural politics of education, 26(3), 315–331.
Jewitt, Carey (2003). Re–thinking Assessment: Multimodality, literacy and computer–mediated learning. Assessment in Education: Principles, Policy & Practice, 10(1), 83–102.
Jewitt, Carey (2006). Technology, literacy and learning: a multimodal approach. London: Routledge. Jordan, B. & Henderson, A. (1995). Interaction Analysis: Foundations and Practice. The Journal of the Learning Sciences, 4(1), 39–103.
Kalantzis, Mary, Cope, Bill & Harvey, Andrew (2003). Assessing multiliteracies and the new basics. Assessment in Education, Routledge, 10(1), 15–26.
Kalantzis, Mary & Cope, Bill (2012). Literacies. Port Melbourne, Vic: Cambridge University Press.
Kress, Guther (1997) Before Writing: Rethinking the Paths to Literacy. London: Routledge.
Kress, Gunther. (2003). Literacy in the New Media Age. London & New York. Kress, Gunther and van Leeuwen, Theo (1996/2006). Reading Images: The Grammar of Visual Design, Routledge, London.
Kress, Gunther & van Leeuwen Theo. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. Oxford UK: Oxford University Press.
Magnusson, Petra (2014). Meningsskapandets möjligheter: multimodal teoribildning och multiliteracies i skolan. (Doktorsavhandling). Malmö : Malmö högskola.
Marner, Anders & Örtegren, Hans (2013). Digitala medier i bildämnet – möten och spänningar. I A. Marner & H. Örtegren (Red.) KLÄM: Konferenstexter om Lärande, Ämnesdidaktik och Mediebruk. (ss. 28–49) Umeå: Tilde–skriftserie nr.1, Institutionen för estetiska ämnen, Umeå universitet.
Marsh, Jackie (2006). Emergent media literacy: Digital animation in early childhood. Language and Education. 20(6), 493–506.
Matthewman, Sasha, Blight, Adrian & Davies, Chris (2004). What does multimodality mean for English? Creative tensions in teaching new texts and new literacies. Education, Communication and Information, 4(1), 153–176.
Merchant, Guy (2005). Barbie meets Bob the Builder at the workstation: Learning to write on screen. In J. Marsh (Ed.), Popular Culture, New Media and Digital Literacy in Early Childhood (pp. 183–200). London: Routledge.
Merchant, Guy (2008). Digital Writing in the Early Years. In J. Coiro, M. Knobel, C. Lankshear & D. J. Leu (Eds.) Handbook of Research on New Literacies, (pp. 751–774) New York: Lawrence Erlbaum Associates.
New London Group. (1996). A pedagogy of multiliteracies: designing social futures. Harvard Educational Review, 66(1), 60–92.
Nikolajeva, Maria (2000). Bilderbokens pusselbitar. Lund: Studentlitteratur. Oldham, Joanna (2005). Literacy and media in Secondary Schools in the United Kingdom. In B. Street (Ed.), Literacies Across Educational Con-texts: Mediating Learning and Teaching (pp. 170–187). Philadelphia: Caslon.
Pedder, David & James, Mary (2012). Professional learning as a condition for assessment for learning. In J. Gardner (Ed.), Assessment and learning (Second edition.) (pp. 33–48). London UK: Sage.
Skolverket (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. Stockholm: Skolverket
Skolverket (2017). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011: reviderad 2017. (4. kompletterade uppl.) Stockholm: Skolverket.
Skolverket (2012). Nya språket lyfter!: bedömningsstöd i svenska och svenska som andraspråk för grundskolans årskurs 1-6 : enligt Lgr 11. Stockholm: Skolverket.
Skolverket (2016). Nya språket lyfter!: bedömningsstöd i svenska och svenska som andraspråk för grundskolans årskurs 1-6 : enligt Lgr 11. Rev 2016 Stockholm: Skolverket. Tillgänglig 16–10–01 från https://www.skolverket.se/bedomning/bedomning/bedomningsstod/svenska-och-svenska-som-andrasprak/nya-spraket-lyfter-folj-elevens-sprakutveckling-1.196607
Sofkova Hashemi, Sylvana & Cederlund, Katarina (2017). Making room for the transformation of literacy instruction in the digital classroom. Journal of Early Childhood Literacy, 17(2), 221–253. DOI: 10.1177/1468798416630779.
Towndrow, Phillip. A., Nelson, Mark, E., & Wan, Fareed, B. M. Y. (2013). Squaring literacies assessment with multimodal design: An analytic case for semiotic awareness. Journal of Literacy Research, 45(4), 327–355.
Vetenskapsrådet (2011). God forskningssed. Vetenskapsrådets rapportserie 2011:1
Vincent, John (2006). Children Writing: Multimodality and Assessment in the Writing Classroom. Literacy, 40(1), 51–57.
Wyatt–Smith, Claire & Kimber, Kay (2009). Working multimodally: Challenges for assessment. English Teaching: Practice and Critique, 8(3), 70–90.
Öman, Anne, & Sofkova Hashemi, Sylvana (2015). Design and redesign of a multimodal classroom task: Implications for teaching and learning. Journal of Information Technology Education, 14(1), 139–159.
