scholarly journals Assessing Multiliteracies: Mismatches and Opportunities

2014 ◽  
Vol 16 (1) ◽  
pp. 1 ◽  
Author(s):  
Maria Jose Botelho ◽  
Julie Kerekes ◽  
Eunice Eunhee Jang ◽  
Shelley Stagg Peterson
Keyword(s):  
Knowledge Construction ◽  
Literacy Learning ◽  
Assessment Practices ◽  
Learning And Teaching ◽  
Literacy Teaching ◽  
Theoretical Approaches

While current literacy theories acknowledge the sociocultural and sociopolitical dimensions of literacy learning and teaching, that is, multiliteracies, there exists a gap between theoretical approaches underpinning literacy teaching and assessment.  In this dialogue, we re-enact this divergence by collectively defining multiliteracies and deconstructing assessment practices, while speculating on possibilities for reconstruction. Constructing this dialogue across multiple areas of expertise exemplifies multiliteracies because we use critical speaking, listening, writing, reading, and representing, to make sense of our new understandings, and showcase our knowledge construction. Our goal is to explore ways to translate the theories of multiliteracies into assessment practices that make visible children’s cognitive-psychological, psycholinguistic, sociocultural, and sociopolitical processes with all kinds of texts.

The Stories We Share: Using Narrative Assessment to Build Communities of Literacy Participants in early Childhood Centres

2006 ◽  
Vol 31 (1) ◽  
pp. 27-34 ◽  
Author(s):  
Ann Hatherly
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Literacy Learning ◽  
Assessment For Learning ◽  
Assessment Practices ◽  
Ministry Of Education ◽  
Learning And Teaching ◽  
Narrative Assessment ◽  
Literacy Learners ◽  
Te Whāriki

As the documented assessment of children becomes a taken-for-granted function of ‘what teachers do’, concerns are rightly raised about the time involved and the usefulness of this to enhance learning and teaching. This article draws on data collected as part of the development of Kei Tua o te Pae, Assessment for Learning: Early Childhood Exemplars (Ministry of Education, 2004), a New Zealand resource designed to engage teachers in reflection about assessment practices within the framework of Te Whāriki. It tells the story—the author's story—of the ways in which documented assessment using techniques more associated with storytelling than with observation, invites participation of children, families and teachers and thereby becomes the means through which a community of literacy-learners and participants is developed. It is argued that, given the increasing pressure on centres to provide for literacy, documented assessments offer many possibilities for not just describing but also constructing literacy learning in meaningful contexts.

Literacy, Learning and Teaching

1998 ◽  
Vol 50 (2) ◽  
pp. 115-134 ◽  
Author(s):  
Paul Richardson
Keyword(s):  
Literacy Learning ◽  
Learning And Teaching

scholarly journals Pre-service Teachers’ Decision-Making and Classroom Assessment Practices

2021 ◽  
Vol 6 ◽  
Author(s):  
Cherry Zin Oo ◽  
Dennis Alonzo ◽  
Chris Davison
Keyword(s):  
Decision Making ◽  
Student Learning ◽  
Classroom Assessment ◽  
Intervention Group ◽  
Initial Teacher Education ◽  
Integrate Assessment ◽  
Assessment Practices ◽  
Learning And Teaching ◽  
Supervising Teachers ◽  
Assessment Strategies

Classroom assessment practices play a pivotal role in ensuring effective learning and teaching. One of the most desired attributes of teachers is the ability to gather and analyze assessment data to make trustworthy decisions leading to supporting student learning. However, this ability is often underdeveloped for a variety of reasons, including reports that teachers are overwhelmed by the complex process of data analysis and decision-making and that often there is insufficient attention to authentic assessment practices which focus on assessment for learning (AfL) in initial teacher education (ITE), so teachers are uncertain how to integrate assessment into teaching and make trustworthy assessment decisions to develop student learning. This paper reports on the results of a study of the process of pre-service teachers’ (PSTs) decision-making in assessment practices in Myanmar with real students and in real classroom conditions through the lens of teacher agency. Using a design-based research methodology, a needs-based professional development program for PSTs’ assessment literacy was developed and delivered in one university. Following the program, thirty PSTs in the intervention group were encouraged to implement selected assessment strategies during their practicum. Semi-structured individual interviews were undertaken with the intervention group before and after their practicum in schools. This data was analyzed together with data collected during their practicum, including lesson plans, observation checklists and audiotapes of lessons. The analysis showed that PSTs’ decision-making in the classroom was largely influenced by their beliefs of and values in using assessment strategies but, importantly, constrained by their supervising teachers. The PSTs who understood the principles of AfL and wanted to implement on-going assessment experienced tension with supervising teachers who wanted to retain high control of the practicum. As a result, most PSTs could not use assessment strategies effectively to inform their decisions about learning and teaching activities. Those PSTs who were allowed greater autonomy during their practicum and understood AfL assessment strategies had greater freedom to experiment, which allowed them multiple opportunities to apply the result of any assessment activity to improve both their own teaching and students’ learning. The paper concludes with a discussion of the kind of support PSTs need to develop their assessment decision-making knowledge and skills during their practicum.

Time to Rethink the Concepts of Knowledge Dissemination and Transfer in the Educational System? A Systems Theoretical Perspective

2012 ◽  
Vol 20 (2) ◽  
pp. 153-163 ◽  
Author(s):  
Helle Mathiasen
Keyword(s):  
Knowledge Construction ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Video On Demand ◽  
Analytical Framework ◽  
Educational Environment ◽  
Knowledge Dissemination ◽  
Learning Resources ◽  
Learning And Teaching ◽  
On Demand

This paper is intended as an invitation to continue reflecting on and discussing the concepts of learning and teaching, including the concept of educational environment and the conditions for knowledge construction in that environment. The key concept is communication, which I link to different environments, including face-to-face (f2f) environments, net-mediated environments and various mixtures of these types of communication environments. Furthermore, I implicate learning resources in the concept of the educational environment. Thus, the main purpose of this paper is to contribute to developing our approach to the nexus between teaching and learning, including the concept of environment and the conditions for knowledge construction. I present a case study, which I analyse using a systems theoretical analytical framework, in order to discuss the relation between learning and the environment, including the idea of the possibility of knowledge transfer and knowledge dissemination. The specific focus is on learning resources in specific programs-on-demand (podcasts) and video-on-demand (vodcasts, from now just podcast) – and the students’ approaches to these learning resources and the environment offered. My point of departure is to contribute to scholarly discussion of learning resources and, in particular, of the use of podcasts and students’ approaches to these learning resources in concrete educational contexts. Finally, I suggest that we take the opportunity to reflect on the challenging task: how can we organize teaching and environments for learning, including the choice of learning resources, in order to provide each student with the possibility of developing the concrete educational qualifications that are required?

Language Assessment

2020 ◽  
pp. 234-250
Author(s):  
Charlotte Enns ◽  
Lynn McQuarrie
Keyword(s):  
Hard Of Hearing ◽  
Culturally Responsive ◽  
Literacy Learning ◽  
Written Language ◽  
Language And Literacy ◽  
Language Abilities ◽  
Literacy Teaching ◽  
Signed Language ◽  
Language Measures ◽  
The Relationship

Assessment is an essential component of an effective bilingual literacy program. The relationship between language and literacy is complex. For bilingual individuals, the complexity of that relationship is increased. When bilingualism involves a signed language, the relationship becomes even more complicated, and disentangling the critical strands of language and literacy learning can be an ongoing challenge. This chapter provides a strengths-based perspective to guide educators in their assessment considerations when developing the literacy abilities of deaf and hard-of-hearing (DHH) bilingual learners, defined as children who are learning a signed language and concurrently a spoken/written language, such as ASL–English. In particular, the chapter explores the valuable ways that signed language abilities contribute to literacy development. Also highlighted is the critical and ongoing need for effective and culturally responsive signed language measures to better inform literacy teaching approaches.

scholarly journals Information Literacy Teaching and Collaboration with the School Library

2021 ◽  
Author(s):  
Nathalie Mertes
Keyword(s):  
Information Literacy ◽  
Formal Education ◽  
School Library ◽  
Literacy Learning ◽  
School Librarians ◽  
Study Approach ◽  
Literacy Teaching ◽  
Student Information ◽  
Entire Faculty

What do school librarians and teachers know about each other? When two individuals with different professional backgrounds and expectations work together, knowledge of the other is required. The study that is presented in this paper contributed to librarians’ discovery of the world of teachers. A qualitative case study approach allowed to gain an in-depth understanding about teachers’ conceptions of student information literacy learning as well as teachers’ practices of information literacy teaching and collaboration with the school library in an entire faculty in a US independent high school. The study revealed that information literacy teaching in formal education is a highly complex endeavor. A major implication for practice is that school librarians need to take into account this complexity and agree with teachers on common understandings of information literacy and negotiate opportunities, objectives, and responsibilities with them for providing pedagogical interventions about information literacy.

scholarly journals Nature as an inspiration and a context for learning and teaching

2014 ◽  
Vol 94 (1) ◽  
pp. 57-72
Author(s):  
Sladjana Andjelkovic ◽  
Zorica Stanisavljevic-Petrovic
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Holistic Approach ◽  
After School ◽  
Holistic Learning ◽  
Learning And Teaching ◽  
Construction Of Knowledge ◽  
Theoretical Approaches ◽  
Approach To Teaching

This paper is a position of contextual and holistic approach, and on the principles of constructivist theory examines the role of natural resources in the teaching and learning process. In the center of interest by the possibility of establishing a partnership relationship with nature in the process of teaching and learning, where nature appears as an asset, source and target classes. The aim is to get through the display and analysis of theoretical approaches to nature as a context for learning and teaching perceive from the perspective of affirmation contextual, holistic, active, investigative approach to teaching. This will promote new teaching strategies in order to change the classical approach to teaching and learning process and open up new opportunities to increase the share of after-school space in order to create teaching situations. Results of the analysis of theoretical starting points in particular knowledge of the value of contextual and holistic learning, achieving partnership with nature, in favor of modern theories in which it promotes active student positions close to reality in the process of construction of knowledge systems.

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