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ASSESSMENTS AND MULTIMODALITY
Activating prior knowledge
According to Hazard (2019), “identity, literacy, and education are socially constructed” (p. 8), which means that these concepts are not inherent or fixed; they are shaped by the culture, social norms, and history surrounding us. Our identities, how we read and write (literacy), and how we learn (education) are influenced by the world around us. Literacy extends beyond basic reading and writing; it encompasses the ability to engage with the world through various forms, such as digital or visual literacy. Similarly, education is not just about acquiring knowledge but is influenced by societal values and the structure of educational systems. Williams, B. (2019). From a constructivist perspective, learning is an active, goal-oriented, cumulative, and constructive activity (Shuell, 1988), in which prior knowledge plays an important role as it may hinder or facilitate further learning.
To meet the needs of diverse students, instructors must adapt their teaching strategies to acknowledge the varied cultural backgrounds, learning styles, and experiences of their students. This includes offering materials in different formats and creating opportunities for students to express their learning in ways that reflect their identities. For instance, providing options for collaborative work, creative projects, or discussions can enhance accessibility and relevance in education.
Griffin, P., & Care, E. (Eds.). (2014). also emphasizes the importance of adapting assessment strategies to stimulate “authentic, cooperative, process-oriented skills.” This involves moving away from traditional examination and instead using assessments that mirror real-world life, promote teamwork, and prioritize the learning process. Like, peer reviews or progress reports allow students to collaborate, develop critical problem-solving skills, and improve their work over time. In the context of 21st-century skills, I need to teach and assess skills like critical thinking, collaboration, creativity, communication, and digital literacy.
References
Hazard, S. (2019). Two Ways of Thinking About New Materialism. Material Religion, 15(5), 629–631. https://doi.org/10.1080/17432200.2019.1666585
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence. Educational Psychologist, 54(3), 162–184. https://doi.org/10.1080/00461520.2019.1623032
Griffin, P., & Care, E. (Eds.). (2014). Assessment and teaching of 21st-century skills: Methods and approach. springer.
https://doi.org/10.1016/S0959-4752(02)00008-7
The important thing here is to adapt assessments to cultivate skills such as collaboration, creativity, and critical thinking in authentic contexts. These skills are vital for the 21st century, and assessments ought to reflect that fact.
The incorporation of various learning formats something you highlighted as significant makes sure that education is able to reach the wide variety of cultural and individual contexts that make up our society. When it comes to evaluation, we are in a transitional moment. The strategies that work best are moving toward real-world tasks that show a student has truly grasped the knowledge at hand but, more importantly, not just has it, but can use it in a process that’s vital for the kind of 21st-century life (and skills) they’re headed towards.