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ERIC Number: EJ1143679
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1356-2517
Assessing Visual Literacy: A Case Study of Developing a Rubric for Identifying and Applying Criteria to Undergraduate Student Learning
Bowen, Tracey
Teaching in Higher Education, v22 n6 p705-719 2017
Higher education has traditionally privileged language-based text as evidence of students' levels of critical thinking and literacy. Twenty-first century education at all levels however, has focused on multimodal literacies and how educators can engage students who are seeing the world through diverse representations and a myriad of forms. Many scholars maintain that we live in a visual culture where we are becoming increasingly proficient at reading images of all kinds. However, our criteria for assessing student learning and measures of assessment have not moved much beyond the traditional written texts outside art and design disciplines. While much has been written about the role of visual literacy, there is little research on assessing visual literacy competencies. This paper proposes a Visual Literacy Competency (VLC) rubric based on the Biggs and Collis (1982. "Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome)." New York: Academic Press) SOLO taxonomy and describes applications for assessing assignments in two undergraduate communications courses with a focus on further developing and shaping student learning.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A