Multimodality is an emergent aspect of educational assessment that has received increasing attention from educators and educational researchers. Unfortunately, this new assessment practice has been entrenched in the hegemonic gaze of teaching- and learning-centric pedagogical paradigm from the outset. To reconstruct multimodal educational assessment, this issue paper probes into three essential aspects of assessment, namely, a) ownership and legitimacy, b) knowledge production, and c) participation and productive space. Problematizing these core aspects not only furthers multimodal assessment researchers' understanding of the core issues of learning through assessment practices but also delineates the domain of multimodal educational assessment in terms of theory and practice.
|Number of pages||11|
|Journal||Journal of Educational Policies and Current Practices (JEPCP)|
|Publication status||Published - 2014|