Electronic Thesis and Dissertation Repository

Degree

Master of Education

Program

Education

Supervisor

Dr. Kathryn Hibbert

Abstract

This case study investigating primary teachers’ use of video as a multimodal tool for formative assessment of multiliteracies demonstrates a need for a more nuanced understanding of formative assessment practices. The study asked: What stories do teachers tell about student achievement when they examine multimodal (video) evidence of students at work? And, in what ways might they use this information formatively? The data sources for the study were video clips teachers provided of students at work on routine multiliteracy activities, and interviews with the teachers framed by viewing the videos together. The resulting narratives were analyzed thematically, drawing on sociocultural and sociomaterial perspectives on learning to interpret the findings. Results suggest that the method of video inquiry employed in this study can assist teachers in attending to backgrounded data and multimodal communication, and in moving from recall to justification in interpreting what they see.


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