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ERIC Number: EJ977223
Record Type: Journal
Publication Date: 2012-Apr
Pages: 10
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0155-2147
Enacting Policy, Curriculum and Teacher Conceptualisations of Multimodal Literacy and English in Assessment and Accountability
Cumming, Joy; Kimber, Kay; Wyatt-Smith, Claire
English in Australia, v47 n1 p9-18 Apr 2012
This article examines synergies and gaps in the construction of English, literacy, multimodality in policy and curriculum in Australian education with a focus on current assessment practices and educational accountability in order to make recommendations for future practice for teachers and for policy-makers. The article builds on analyses of the historical development of literacy, English and multimodality in Australian policy and curriculum published previously. In this article, we examine desirable constructions and activities for assessment of multimodal English in classrooms and research on student engagement in multimodal English tasks. The multimodality focus examined in this article is the use and role of technologies in English and assessment and the way new and emerging technologies can affect student learning processes and outcomes. The article concludes with recommendations for changes both for classroom assessment practice and also for future educational accountability practice, if the goals of the Melbourne Declaration of 2008 (MCEETYA, 2008) and the Australian English curriculum are to be attained. (Contains 4 notes.)
Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; New Zealand