Students' Oral Presentation as Multimodal and Formative Assessment  

Oleh:

Aufa, Fauzul

Jenis: Article from Proceeding
Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 1146-1150 .
Topik: Computer-mediated communication (CMC); multimodal assessment; oral presentation; formative assessment; teachers’ feedback; tertiary students
Fulltext: STUDENTS’ ORAL PRESENTATION AS MULTIMODAL.pdf (8.11MB)

Isi artikel

The pervasiveness of digital media technologies has significantly shifted the notion of teaching and language learning. This also affects how teachers design particular assessment for students’ learning process in a multimodal environment of the contemporary classroom. However, the construction of multimodal assessment and its effects on students’ learning outcomes particularly on their oral performance is still inconclusive. Taking into account Wiliam’s (2011) strategies for successful formative assessment practice and the advancement of Computer-mediated Communication (CMC) use in learning, this paper illustrates the emergence of students’ oral presentation as multimodal assessment in language classrooms particularly at tertiary level, and provides insights for teachers to design and develop a rubric for assessment. Specifically, this paper argues that despite its challenges in classroom practice, this alternative assessment can be used to assess students’ multimodality proficiency and to be formative assessment. Additionally, this assessment can be used to monitor students’ learning progress and diagnose their learning problems through teachers’ feedback once students present their works orally. Therefore, it is expected that this practice can scaffold students’ multimodal literacy by using the multimodal assessment for their learning as a teaching approach in pedagogy of multiliteracies, and improve teachers’ quality instruction and students’ learning outcomes.

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