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dc.contributor.authorØrevik, Sigrid Johanna Håheim
dc.date.accessioned2023-07-06T12:31:52Z
dc.date.available2023-07-06T12:31:52Z
dc.date.created2023-07-01T19:07:03Z
dc.date.issued2023
dc.identifier.issn1654-7608
dc.identifier.urihttps://hdl.handle.net/11250/3076616
dc.description.abstractWhile 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.en_US
dc.language.isoengen_US
dc.publisherStockholm University Pressen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleAssessing Students’ Multimodal Texts in the Subject of English: Synthesising Peers’ and Teachers’ Recognition of Semiotic Worken_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.rights.holderCopyright 2023 the authoren_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.16993/dfl.216
dc.identifier.cristin2160080
dc.source.journalDesigns for Learningen_US
dc.source.pagenumber44-57en_US
dc.identifier.citationDesigns for Learning. 2023, 15 (1), 44-57.en_US
dc.source.volume15en_US
dc.source.issue1en_US


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal