Dizin Eklenmedi

Multimodal Educational Assessment: From Transmissive Learning to Creative Production

Received: 18 Jan 2014 Accepted: 14 Oct 2014 Published: 10 Nov 2014



Multimodality is an emergent aspect of educational assessment that has received increasing attention from educators and educational researchers. Unfortunately, this new assessment practice has been entrenched in the hegemonic gaze of teaching- and learning-centric pedagogical paradigm from the outset. To reconstruct multimodal educational assessment, this issue paper probes into three essential aspects of assessment, namely, a) ownership and legitimacy, b) knowledge production, and c) participation and productive space. Problematizing these core aspects not only furthers multimodal assessment researchers’ understanding of the core issues of learning through assessment practices but also delineates the domain of multimodal educational assessment in terms of theory and practice.


Keywords: Legitimacy, participation, multimodality, diversity, creativity

Please purchase to download content


Please purchase to download PDF




Baldry, A., & Thibault, P. J. (2006). Multimodal transcription and text analysis: A multimedia toolkit and coursebook. London: Equinox
Bedard-Voorhees, A., Johnson, L., & Dobson, P. (2011). Letting them show what they know: Digital assessment strategies. Education for a Digital World, 2.
Benton, C., Mullins, L., Shelley, K., & Dempsey, T. (2013). Makerspaces: Supporting an Entrepreneurial System Retrieved from http://www.reicenter.org/upload/documents/colearning/benton2013_report.pdf
Blackmore, J., Bateman, D., Loughlin, J., O'Mara, J., & Aranda, G. (2011). Research into the connection between built learning spaces and student outcomes. Melbourne: Department of Education and Early Childhood Development.
Boud, D. (2010). Assessment 2020. Seven propositions for assessment reform in higher education [online]. Sydney, NSW: Australian Learning and Teaching Council.
Brabazon, T., & Redhead, S. (2013). Baudrillard in drag: Lady Gaga and the accelerated cycles of pop. The Journal of American Popular Culture, 12(2).
No Child Left Behind, Public Law No. 107-1110, 115 C.F.R. § Stat. 1425 (2001).
Cazden, C., Cope, B., Fairclough, N., Gee, J., Kalantzis, M., Kress, G., . . . Nakata, M. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
Chowdhury, G. (2013). Sustainability of digital information services. Journal of Documentation, 69(5), 602-622.
Citton, Y. (2010). The ignorant schoolmaster: Knowledge and authority. Jacques Rancière: Key concepts, 25-37.
Cochran-Smith, M., & Fries, K. (2011). Teacher Education for Diversity. Studying diversity in teacher education, 339.
Cope, B., & Kalantzis, M. (2009). "Multiliteracies": New literacies, new learning. Pedagogies: An International Journal, 4(3), 164-195.
Corrin, L., Lockyer, L., & Bennett, S. (2010). Technological diversity: An investigation of students' technology use in everyday life and academic study. Learning, Media and Technology, 35(4), 387-401.
Cowen, T. (2013). Average Is over: Powering America beyond the age of the great Stagnation. New York: Penguin.
Darwin, C. (1859). The origin of species by means of natural selection: or, the preservation of favored races in the struggle for life. London: Murray.
Donnelly, K. (2008). Getting the schools back to basics. Quadrant, 52(6), 33.
Ellsworth, E. (2005). Places of learning: Media, architecture, pedagogy. New York: Routledge.
Fantuzzo, J. W., Dimeff, L. A., & Fox, S. L. (1989). Reciprocal peer tutoring: A multimodal assessment of effectiveness with college students. Teaching of Psychology, 16(3), 133-135.
Freire, P. (1970). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York: Continuum.
Friedman, M., & Friedman, R. (2005). Free to choose. Wall Street Journal, A16.
Gatto, J. T., & Graham, J. (2001). The underground history of American education: A schoolteacher's intimate investigation into the problem of modern schooling. New York: Oxford Village Press.
Gauntlett, D. (2013). Making is connecting. Cambridge, UK: John Wiley & Sons.
Gipps, C. (2002). Beyond testing: Towards a theory of educational assessment. Philadelphia: The Falmer Press.
Gore, A. (2013). The future: Six drivers of global change. New York: Random House.
Gray, P. (2013). Free to learn: Why unleashing the instinct to play will make our children happier, more self-reliant, and better students for life. New York: Basic Books.
Gray, P. J. (2002). The roots of assessment: Tensions, solutions, and research directions. . In T. W. Banta (Ed.), Building a scholarship of assessment (pp. 49-66). San Francisco, CA: Jossey-Bass.
Hayek, F. A. (1988). The fatal conceit: The errors of socialism. London: Routledge.
Hodge, B., & Kress, G. (1988). Social semiotics. London: Polity Press.
Hoffman-Plotkin, D., & Twentyman, C. T. (1984). A multimodal assessment of behavioral and cognitive deficits in abused and neglected preschoolers. Child development, 794-802.
Hung, H. T., Chiu, Y. C. J., & Yeh, H. C. (2013). Multimodal assessment of and for learning: A theory‐driven design rubric. British Journal of Educational Technology, 44(3), 400-409.
Iedema, R. (2003). Multimodality, resemiotization: Extending the analysis of discourse as multi-semiotic practice. Visual communication, 2(1), 29-57.
Isaacs, T., Zara, C., Herbert, G., Coombs, S. J., & Smith, C. (2013). Key concepts in educational assessment. New Delhi: SAGE.
Jackson, M., Watty, K., Yu, L., & Lowe, L. (2012). Inclusive assessment: improving learning for all: a manual for improving assessment in accounting education. Melboune, Vic.: ALTC.
Jones, R. H., & Norris, S. (2005). Discourse in action: Introducing mediated discourse analysis. New York: Routledge.
Kafai, Y. B., & Peppler, K. A. (2011). Youth, technology, and DIY developing participatory competencies in creative media production. Review of Research in Education, 35(1), 89-119.
Kress, G. (2009). Assessment in the perspective of a social semiotic theory of multimodal teaching and learning. In C. Wyatt-Smith & J. J. Cumming (Eds.), Educational assessment in the 21st century (pp. 19-41). London: Springer.
Kress, G. (2013). Multimodality: A social semiotic approach to contemporary communication. New York: Routledge.
Kress, G., & Van Leeuwen, T. (1996). Reading images: The grammar of graphic design. London: Routledge.
Lankshear, C., & Knobel, M. (2011). New literacies: Everyday practices and social learning. New York: McGraw-Hill International.
Lemke, J. (2009). Multimodality, identity, and time. In C. Jewitt (Ed.), The Routledge handbook of multimodal analysis (pp. 140-150). Abingdon: Routledge.
Lieberman, M. (1997). The teacher unions: How the NEA and AFT sabotage reform and hold students, parents, teachers, and taxpayers hostage to bureaucracy. The University of Michigan: Free Press.
Lindstrand, F. (2010). A design oriented approach to learning in multimodal text production practices. Paper presented at the 5ICOM: Fifth International Conference on Multimodality, University of Technology Sydney. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9972
Lingard, B., Hayes, D., & Mills, M. (2003). Teachers and productive pedagogies: contextualising, conceptualising, utilising. Pedagogy, Culture and Society, 11(3), 399-424.
Liu, J. (2014). Genre, multimodality, and pedagogical implications of the evolution of blogs for second language education. Paper presented at the Fourth Asian Conference on Language Learning, Osaka, Japan.
Long, P. D., & Ehrmann, S. C. (2005). The future of the learning space: Breaking out of the box. EDUCAUSE review, 40(4), 42-58.
Metcalfe, J. S. (1998). Evolutionary economics and creative destruction (Vol. 1). London: Routledge.
Murray, E., Sheets, H., & Williams, N. (2010). The new work of assessment: Evaluating multimodal compositions. Computers and composition online. Retrieved from http://www.bgsu.edu/cconline/murrayetal/index.html.
Nitko, A. J. (1996). Educational assessment of students: ERIC.
Norris, S. (2004). Multimodal discourse analysis: A conceptual framework. Discourse and technology: Multimodal discourse analysis, 101-115.
Nunan, D. (1993). From learning-centeredness to learner-centeredness. Applied Language Learning, 4(1), 1-18.
Nunan, D. (1996). The self-directed teacher: Managing the learning process. New York: Cambridge University Press.
O'Halloran, K. L. (2004). Multimodal discourse analysis: Systemic-functional perspectives. London: Continuum.
Oblinger, D. (2006). Learning spaces Vol. 2. Retrieved from http://www.educause.edu/research-and-publications/books/learning-spaces
OLATUNJI, M. O. (2013). Online education: Issues, challenges and implications. Khazar Journal of Humanities and Social Sciences, 16(3), 53-67.
Peppler, K., & Bender, S. (2013). Maker movement spreads innovation one project at a time: Lessons learned from the grassroots spreading of the" Maker Movement" Phi Delta Kappan, 95(3), 2.
Popham, W. J. (1999). Why standardized tests don't measure educational quality. Educational Leadership, 56, 8-16.
Powell, W. W., & Snellman, K. (2004). The knowledge economy. Annual review of sociology, 199-220.
Radcliffe, D. F., Learning, A., & Council, T. (2009). Learning spaces in higher education: Positive outcomes by design. Brisbane: University of Queensland.
Rancière, J. (1991). The ignorant schoolmaster. CA: Stanford University Press.
Resnick, M. (2006). Computer as paint brush: Technology, play, and the creative society. In D. G. Singer, R. M. Golinkoff & K. Hirsh-Pasek (Eds.), Play= Learning: How play motivates and enhances children's cognitive and social-emotional growth (pp. 192-206). New York: Oxford University Press.
Robinson, J. A., & Acemoglu, D. (2011). Why nations fail: The origins of power, prosperity and poverty. London: Crown Publishing Group.
Robinson, K. (2009). The element: How finding your passion changes everything. New York: Penguin.
Scarino, A., & Liddicoat, A. (2009). Teaching and learning languages: A guide. Carlton South, VC: Curriculum Corporation Melbourne.
Schumpeter, J. A. (1942). Can capitalism survive?: Creative destruction and the future of the global economy. New York: Harper Perennial.
Shanahan, T. (2014, October 9th). Cutting to the common core: Sticking to the script. Language Magazine: Language Authority, 2014.
Siegel, M. (2012). New times for multimodality? Confronting the accountability culture. Journal of Adolescent & Adult Literacy, 55(8), 671-681.
Smith, A. (1863). An inquiry into the aature and causes of the wealth of nations. London: A. and C. Black.
Sorapure, M., Takayoshi, P., Zoetewey, M., Staggers, J., & Yancey, K. (2006). Between modes: Assessing student new media compositions. Kairos, 10(2), 1-15.
Thomas, A. (2005). Children online: Learning in a virtual community of practice. E-Learning and Digital Media, 2(1), 27-38.
Van Leeuwen, T. (2004). Introducing social semiotics: An introductory textbook. London: Routledge.
Walsh, C. (2007). Literacy in the new media age: Creativity as multimodal design. Paper presented at the AATE & ALEA national conference 2007, Canberra, A.C.T.

Citation Information

Cited by articles

Cited by Google Scholar

Search GoogleScholar

Citation Management Tool

Altmetric Attention Score

Full Text Views

Cited by

Ethical Obligations Journal Sevices Contact us
Copyright © 2010-2017 MacroWorld Ltd. All Rights Reserved