Assessment practices of multimodal compositions

Photo: Colourbox _From https://www.uv.uio.no/ils/english/research/projects/mulvu/index.html /

Seminar with Professor Øystein Gilje (UiO), Professor Henning Fjørtoft (NTNU), Post doc Eli Tronsmo (UiO), research fellow Åslaug Bjerke (UiO), associate professor Line Ingulfsen (USN) and associate professor Sigrid Ørevik (UiB).

When: 22 January 2021 12:00-13:30 GMT

 Online seminar via Zoom

Registration via the Eventbrite link below: https://www.eventbrite.co.uk/e/multimodality-talks-assessment-practices-of-multimodal-compositions-tickets-135923824819

In this seminar we present the project Multimodal learning and assessment (MuLVu) and we invite the audience to discuss dilemmas in relation to assessment of multimodal composition.

Professor Henning Fjørtoft from Norwegian University of Science and Technology will introduce the topic by highlighting the theoretical and practical dilemmas that have plagued educational assessment for decades. In particular, he will address how multimodal means of representation affect the validity and manageability of assessment practices in classroom contexts.

Second, Professor Øystein Gilje (University of Oslo, Norway) will present the MuLVu-project and research fellow Åslaug Bjerke, post doc Eli Tronsmo and associate professor Line Ingulfsen (University of South-Eastern Norway) will present a scoping review on the overlapping research area between multimodality and assessment.

This part of the seminar focuses on research that links multimodality and assessment to identify the central features of a diverse body of research in a coherent manner (Arksey and O’Malley, 2005, s. 21; Grant and Booth, 2009). The MuLVu-project has conducted searches in ten different databases for references on multimodal compositions and assessment.  Analysis of the research revealed four thematic clusters, and these will be presented for a critical discussion.

Finally, associate professor Sigrid Ørevik (University of Bergen, Norway) will present the perspective of English as a second language, discussing possible ways of implementing assessment practices that promote students’ critical and multimodal literacies in the subject.

After each presentation it will be possible to ask questions for clarification of specific points, while at the end of the seminar we will have a critical discussion of all presentations.

References:

Arksey, H. and O’Malley, L. (2005). Scoping studies: towards a methodological framework.

International journal of social research methodology, 8(1), p.19-32.

Grant, M. J. and Booth, A. (2009). A typology of reviews: an analysis of 14 review types and                associated methodologies. Health Information & Libraries Journal, 26(2), p.91-108.

Biosketches

Øystein Gilje is a professor in Pedagogy   He has worked with multimodal composing and young people on a number of different projects and is now a project leader in the project Multimodal Learning and Assessment in Schools. Twitter: ogilje https://twitter.com/ogilje

Henning Fjørtoft is professor of Norwegian Didactics at NTNU, the Norwegian University of Science and Technology, Trondheim. He is currently PI of the project Going gradeless in upper secondary school. Twitter: @drhennif

Åslaug Bjerke works as a research fellow at Department of Teacher Education and School Research, Faculty of Education, University of Oslo. She is currently working on the project Multimodal learning and assessment (MuLVu).

Eli Tronsmo works as a postdoc in the project Multimodal Learning and Assessment in Schools, University of Oslo. Her research interests relate to knowledge work and workplace learning in the teaching profession.

Line Ingulfsen is Associate Professor of Educational Sciences at Department of Educational Sciences, University of South-Eastern Norway. Her research interests include teaching and learning with multimodal representations.

Sigrid Ørevik is Associate Professor of English Didactics at the University of Bergen. Her research interests include genre, multimodality and assessment. She is a member of the research group Text-based English Language Learning (TELL).

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