Multimodal assessment and like for like feedback: What’s the point?
At the University of Greenwich, the postgraduate researcher teaching and learning and assessment course is strand two of five of their postgraduate researcher development program. Since the course began in 2011, the second summative assessment has always called for the submission of a purely written critical reflection. In an effort to design a more inclusive assessment and allow room for greater levels of creativity among the PGR’s when reflecting upon their micro-teach, it was made clear to all PGR’s that as long as their submission appropriately met the assessment criteria they had the choice to submit their critical reflection in whatever mode they thought most suitable. Going even further in an effort to develop a more inclusive assessment, students were informed that the tutor feedback given would be ‘like for like’. Out of 34 submissions, 5 went against the traditional structure of a written assessment. This article reviews the benefits and limitations of multimodal assessment and like for like feedback. Drawing on student responses from the end of course survey, the case study reviews the reasons behind the limited multimodal submissions, and the challenges of forming such an assessment.
Adobe Connect (2018) https://www.adobe.com/products/adobeconnect.html [accessed: 19 April 2018].
Blake, Caitrin (2015) Creating Memorable, Productive Assignments With Multimodal Composition, Professional Resources, Concordia University, https://online.cune.edu/multimodal-composition/ [accessed: 19 April 2018].
Brookhart, Susan M. (2017) How to Give Effective Feedback to Your Students, Second Edition (Alexandria VA, USA: ASCD).
Crook, Anne, Alice Mauchline, Stephen Maw, Clare Lawson, Robyn Drinkwater, Karsten Lundqvist, Paul Orsmond, Stephen Gomez, Julian Park (2012) ‘The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students?’, Computers & Education, 58: 1, pp. 386-396. https://doi.org/10.1016/j.compedu.2011.08.025
McCormack, Coralie, and Mary-Jane Taylor (2006) ‘Electronic delivery of oral feedback on graphic design projects’,Proceedings of the 23rd annual ascilite conference: Who’s learning? Whose technology? ascilite, The University of Sydney [accessed: 19 April 2018] (Available at: http://www.ascilite.org/conferences/sydney06/proceeding/pdf_papers/p72.pdf).
Oldakowski, Tim (2014) ‘A Multimodal Assignment That Enriches Literacy Learning The Problem’, InSight: A Journal of Scholarly Teaching, Vol 9, pp. 70-77. https://files.eric.ed.gov/fulltext/EJ1035852.pdf [accessed: 19 April 2018].
Poulos, Ann, and Mary Jane Mahony (2008) ‘Effectiveness of feedback: the students’ perspective’, Assessment & Evaluation in Higher Education, 33:2, pp. 143-154 http://www.tandfonline.com/doi/abs/10.1080/02602930601127869
Powtoon (2018) https://www.powtoon.com/home/ [accessed: April 19 2018].
Ragupathi, Kiruthika (2012) Using multimodal communications for critical thinking assessments, Technology in Pedagogy, No. 10, August 2012. Available at: https://blog.nus.edu.sg/cdtkdr/tag/multimodal-essays/ [accessed: April 19 2018].
Screencastify (2018) https://www.screencastify.com/ [accessed: 19 April 2018].
Weaver, Melanie R. (2006) Do students value feedback? Student perceptions
of tutors’ written responses, Assessment & Evaluation in Higher Education, 31:3, 379-394, DOI:
How to Cite
LicenseAuthors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).