Assessing Students' Multimodal Texts in the Subject of English: Synthesising Peers' and Teachers' Recognition of Semiotic Work

Autor/in	Ørevik, Sigrid
Titel	Assessing Students' Multimodal Texts in the Subject of English: Synthesising Peers' and Teachers' Recognition of Semiotic Work
Quelle	In: Designs for Learning, 15 (2023) 1, S.44-57 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ørevik, Sigrid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Semiotics; Learning Activities; Alignment (Education); English (Second Language); Second Language Learning; Second Language Instruction; Persuasive Discourse; Writing (Composition); Secondary School Students; Writing Evaluation; Multiple Literacies; Intervention; Peer Evaluation; Language Teachers; Researchers; Evaluation Criteria; Communicative Competence (Languages); Evaluation Methods; Teacher Student Relationship; Classroom Research; Norway + Suchen Sie Ihr Suchwort? Semiotik; Lernaktivität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Persuasion; Persuasive Kommunikation; Schreibübung; Sekundarschüler; Language teacher; Sprachunterricht; Researcher; Forscher; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Norwegen
Abstract	While learning activities and text production in language subjects typically include multiple forms of multimodal expression, assessment in the subjects continues to a great extent to depend on students' written texts. As a contribution to an increasing call for alignment of curricular activities and assessment, this article explores an approach to assessment of upper secondary students' production of multimodal persuasive texts in the subject of English as an additional language (EAL). The article reports from a design-based study comprising two classroom interventions where assessment of students' multimodal texts was conducted separately by peer groups and the teacher and researcher in collaboration, applying assessment criteria informed by multimodal social semiotic theory and operationalisations of communicative competence. Comparing the results of peer and teacher assessment of students' multimodal persuasive texts, agreement was found relating to representational, interactional, and compositional aspects of the texts, whereas differences in views mostly concerned nuances in interpersonal aspects. Unpacking these nuances, the article concludes that peers' and teachers' assessments of multimodal texts complement each other in ways that can prompt fruitful discussions on meaning making in the light of context and social factors and thus contribute to heightened semiotic awareness and a broader recognition of the students' communicative competence in the subject. (As Provided).
Anmerkungen	Stockholm University Press. Stockholm University Library, SE-106 91, Stockholm, Sweden. Web site: https://www.designsforlearning.nu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01