Assessment for Learning to Integrate Multimodality with Academic Presentations in a Multilingual MBA Classroom

• Published in: 멀티미디어 언어교육, 22(1) pp. 9 - 40
• Main Author: 장이분
• Format: Journal Article
• Language: English
• Published: 한국멀티미디어언어교육학회 01.03.2019
• Subjects: 영어와문학
• ISSN: 1229-8107; 2982-7302
• DOI: 10.15702/mall.2019.22.1.9

This study investigated 34 multilingual MBA students’ attitudes and engagement in teacher and peer-group assessment for learning on academic presentations in an intact classroom. In this teacher research, the assessment rubric was designed and implemented by integrating multimodality into academic presentations. Language, visual, auditory, gestural, and spatial design elements were introduced to the students as a means of meaning representation, followed by in-class practices of peer-group assessment on sample multimodal presentations. The students found both teacher and peer-group assessment strongly helpful to improve their presentation skills. They had strong belief in teacher expertise in response to the teacher assessment, and highly valued the opportunity of evaluating peer-group performance to reflect and improve their own presentation skills. Despite some concerns about inconsistent assessment results from peer groups and difficulties in understanding the new concept of multimodality, the students appreciated various audience perspectives and opportunities of learning multimodal literacy practices through the assessment practice. The teacher and peer-group assessment moderately correlated, showing the strongest correlation in the assessment of multimodality. This study suggests potentials of utilizing assessment for learning to enhance student awareness of designing multimodal texts, and meaningful pedagogical implications to develop and implement multimodal assessment. KCI Citation Count: 1