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Moving Multimodal Task Assessment Forward in Language Education via Learner Perspectives
http://hdl.handle.net/10069/00041335
http://hdl.handle.net/10069/00041335405b7926-b904-45f3-be36-67a1037f5263
名前 / ファイル | ライセンス | アクション |
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JGHSS8_93.pdf (1.3 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2022-04-05 | |||||
タイトル | ||||||
タイトル | Moving Multimodal Task Assessment Forward in Language Education via Learner Perspectives | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | multimodality | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | multiliteracies | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | assessment for multimodal tasks | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | learner perspective | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | peer-assessment | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | learner-generated criteria | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | rubric | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
著者 |
Kojima, Takuya
× Kojima, Takuya |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | This article considers assessment for multimodal tasks from learner perspectives and suggests more viable forms of assessment. In the current digitalised society, assembling multiple modes of expression as multimodality is prevalent in our daily communication. Scholars have recognised that this ability to use and interpret multimodal expressions, called multiliteracies, is increasingly important. There have been heated discussions on improvements in implementing multimodal tasks for learner multiliteracies development. However, discussions on assessment in this area have missed research into learner perspectives on such assessment. The current study takes an action research approach to explore learner perspectives on the multimodal composition of a university Japanese language course in Italy and its assessment practice qualitatively. Analysis of the participating student data revealed that nearly three-quarters showed subtle interest in their composition being multimodal.However, those students who focused on multimodality found that expressing feelings and involving readers-the aspects missing in scholarly discussions to date-as what counts as valuable in assessment for multimodal tasks. Drawing on these findings, this article argues that the following three actions can promote our multimodal assessment literacy to design and implement more viable assessment for multimodal tasks: 1) raising our awareness towards multimodality and multiliteracies, 2) integrating peer-assessment into our assessment practices, and 3) further exploring learner-generated criteria. | |||||
書誌情報 |
多文化社会研究 en : Journal of Global Humanities and Social Sciences, Nagasaki University 巻 8, p. 93-119, 発行日 2022-03-22 |
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ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 21891486 | |||||
書誌レコードID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA12713084 | |||||
著者版フラグ | ||||||
出版タイプ | VoR | |||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
出版者 | ||||||
出版者 | 長崎大学多文化社会学部 | |||||
出版者別言語 | ||||||
School of Global Humanities and Social Sciences, Nagasaki University | ||||||
sortkey | ||||||
04 | ||||||
引用 | ||||||
内容記述タイプ | Other | |||||
内容記述 | 多文化社会研究, 8, pp.93-119; 2022 |