Multimodal Assessment and the New Paradigm: An Autoethnographic Reflection on Teacher Education
Stefani Boutelier, Aquinas College, United States ; Clarice Moran, Appalachian State University, United States ; Sunshine Sullivan, Houghton College, United States ; Katie Rybakova, Thomas College, United States ; Nicole Damico, University of Central Florida, United States ; Suzanne Null, 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 24, 2022 from https://www.learntechlib.org/primary/p/218987/.
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