Assessment-talks and talking about assessment – negotiations of multimodal texts at the boundary
Abstract: This article focuses on how assessment is enacted in the classroom, in terms of negotiations of what assessing multimodal texts mean and imply. Multimodal texts are literacy objects where the concept of literacy is expanded as they include several expressions such as images and sound. The concepts of literacy and assessment have both undergone recent changes where they now are conceived of as social actions which are influenced by their situadeness in different settings. Excerpts from negotiations between teacher and students is in this article presented in order to explore what assessing such a literacy object at the boundary entails. Studying how students and teachers negotiate the assessment of multimodal texts in an educational setting may give insights into tensions between established and emerging practices and contribute to an understanding of which aspects enable and restrain changes in educational settings.
Presider: Lucy Green, Georgia Southern University