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dc.contributor.authorCumming, Joyen_US
dc.contributor.authorKimber, Kayen_US
dc.contributor.authorWyatt-Smith, Claireen_US
dc.date.accessioned2017-04-24T09:51:02Z
dc.date.available2017-04-24T09:51:02Z
dc.date.issued2012en_US
dc.date.modified2013-05-31T01:29:49Z
dc.identifier.issn0046208Xen_US
dc.identifier.urihttp://hdl.handle.net/10072/47289
dc.description.abstractThis article examines synergies and gaps in the construction of English, literacy, multimodality in policy and curriculum in Australian education with a focus on current assessment practices and educational accountability in order to make recommendations for future practice for teachers and for policy-makers. The article builds on analyses of the historical development of literacy, English and multimodality in Australian policy and curriculum published previously. In this article, we examine desirable constructions and activities for assessment of multimodal English in classrooms and research on student engagement in multimodal English tasks. The multimodality focus examined in this article is the use and role of technologies in English and assessment and the way new and emerging technologies can affect student learning processes and outcomes. The article concludes with recommendations for changes both for classroom assessment practice and also for future educational accountability practice, if the goals of the Melbourne Declaration of 2008 (MCEETYA, 2008) and the Australian English curriculum are to be attained.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent162506 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherAustralian Association for the Teaching of Englishen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.aate.org.au/view_journal.php?id=50en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom9en_US
dc.relation.ispartofpageto18en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalEnglish in Australiaen_US
dc.relation.ispartofvolume47en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducation Assessment and Evaluationen_US
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchEnglish and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)en_US
dc.subject.fieldofresearchcode130303en_US
dc.subject.fieldofresearchcode139999en_US
dc.subject.fieldofresearchcode130204en_US
dc.titleEnacting Policy, Curriculum and Teacher Conceptualisations of Multimodal Literacy and English in Assessment and Accountabilityen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright remains with the authors 2012. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the authors.en_US
gro.date.issued2012
gro.hasfulltextFull Text


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