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Multimodal Assessment and the New Paradigm: An Autoethnographic Reflection on Teacher Education

, Aquinas College, United States ; , Appalachian State University, United States ; , Houghton College, United States ; , Thomas College, United States ; , University of Central Florida, United States ; , Fort Lewis College, United States

Journal of Technology and Teacher Education Volume 29, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This article describes an innovative process in which teacher educators engaged in collaborative reflection and analysis of multimodal assessments. Through an organically designed method termed structured autoethnographic vignette analysis, six teacher educators across the United States investigated their use of multimodal assessments in their teacher preparation classes. In doing so, three key themes emerged: student resistance and skepticism, transfer to K-12 classrooms, and student problem solving. This reflective approach found that multimodality is no longer an add-on or an aside--it can and should function within the curriculum itself.

Citation

Boutelier, S., Moran, C., Sullivan, S., Rybakova, K., Damico, N. & Null, S. (2021). Multimodal Assessment and the New Paradigm: An Autoethnographic Reflection on Teacher Education. Journal of Technology and Teacher Education, 29(4), 471-495. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved May 29, 2022 from .