dc.contributor.author | Jakobsen, Ingrid K. | |
dc.date.accessioned | 2019-08-02T13:35:44Z | |
dc.date.available | 2019-08-02T13:35:44Z | |
dc.date.issued | 2019 | |
dc.description.abstract | What role does multimodality play in assessment in the English subject in
Norway? This article focuses on final written examinations from 2014 to 2018
and investigates the multimodal literacy skills that examinations invite lower
secondary school students to demonstrate. Examinations in the English subject
are digital and technically open to a rich multimodal practice. Analysis in this
article finds that the texts to be read in examinations are carefully designed
multimodal texts, with plentiful use of visual aspects of writing and with images
that add significantly to the creation of complex cohesive ensembles. When it
comes to the examination tasks, however, the opportunity for the students’
multimodal output is limited and ambiguous. In sum, there is an imbalance
between input and output. | en_US |
dc.description.abstract | Hvilken rolle spiller multimodalitet i engelskfagets vurderingspraksis i Norge? Denne artikkelen fokuserer på avsluttende skriftlig eksamen fra 2014 til 2018, og undersøker hvilken multimodal literacy (tekstkyndighet) eksamen legger opp til at ungdomsskoleelever får vise fram. Eksamen i faget er digital og teknisk sett åpner den for en rik multimodal praksis. Analysen i artikkelen viser at eksamenstekstene elevene leser er nøye designede multimodale tekster, med rikelig bruk av visuelle aspekter ved skrift, og med bilder som bidrar til komplekse, helhetlige, sammensatte tekster. Når det gjelder eksamensoppgavene derimot, er elevens mulighet til å uttrykke seg multimodalt både begrenset og tvetydig. Alt i alt er det en ubalanse mellom det som skal leses og det som skal skrives til eksamen. | en_US |
dc.identifier.citation | Jakobsen, I.K. (2019). Inspired by image: A multimodal analysis of 10th grade English school-leaving written examinations set in Norway (2014-2018). <i>Acta Didactica Norge, 13</i>(1), Art. 5. http://dx.doi.org/10.5617/adno.6248 | en_US |
dc.identifier.cristinID | FRIDAID 1693552 | |
dc.identifier.doi | 10.5617/adno.6248 | |
dc.identifier.issn | 1504-9922 | |
dc.identifier.uri | https://hdl.handle.net/10037/15834 | |
dc.language.iso | eng | en_US |
dc.publisher | Acta Didactica Norge | en_US |
dc.relation.ispartof | Jakobsen, I.K. (2022). Multimodality and literacy practices in English: Exploring the role of multimodal texts in English language teaching in Norway. (Doctoral thesis). <a href=https://hdl.handle.net/10037/27328>https://hdl.handle.net/10037/27328</a>. | |
dc.relation.journal | Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge | |
dc.rights.accessRights | openAccess | en_US |
dc.subject | VDP::Social science: 200::Education: 280 | en_US |
dc.subject | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | en_US |
dc.subject | multimodal literacy | en_US |
dc.subject | multimodal texts | en_US |
dc.subject | English | en_US |
dc.subject | assessment | en_US |
dc.subject | lower secondary school | en_US |
dc.subject | sammensatte tekster | en_US |
dc.subject | engelsk | en_US |
dc.subject | vurdering | en_US |
dc.subject | ungdomstrinn | en_US |
dc.title | Inspired by image: A multimodal analysis of 10th grade English school-leaving written examinations set in Norway (2014-2018) | en_US |
dc.type | Journal article | en_US |
dc.type | Tidsskriftartikkel | en_US |
dc.type | Peer reviewed | en_US |