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作者 Ferstle, Thomas G
書名 Assessing visual rhetoric: Problems, practices and recommendations for the assessment of multimodal compositions
說明 216 p
附註 Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0916
Advisers: Cynthia Haynes; Marilyn Waligore
Thesis (Ph.D.)--The University of Texas at Dallas, 2007
This study examines the professed and actual practices of assessment of freshman year composition instructors. The aim of the study was to elicit the criteria and standards of assessment that guided the instructor's readings of the documents created by students for a visual rhetoric assignment. A set of interviews conducted at the beginning and end of the semester provided the data for analysis. A traditional grounded method of qualitative analysis was combined with a network textual analysis to understand the individual instructor accounts of their experience evaluating the student works
The analysis of the instructor accounts reveals three kinds of closely related problems inherent in the assessment of multimodality. First, there is a problem associated with the use of conventional criteria of texts, such as clarity or coherence, when instructors attempt to apply those to visuals. Secondly, there is a problem associated with the instructors attempt to describe the inter-dynamic relationship between the textual mode and the visual mode. These problems are related by a term, ''linkage,'' which is defined as containing material, technical, and theoretical aspects. Finally, there is a problem in the actual assessment of the projects that seems to be a consequence of the multiplicity of meaning available in the complex compositions. The instructors seem to abandon a criterion motivated assessment in favor of a more holistic procedure that relies upon implicit standards of rhetorical affect or creative or aesthetic qualities. The study concludes with recommendations for improved assessment practice and suggestions for further research
School code: 0382
Host Item Dissertation Abstracts International 68-03A
主題 Education, Language and Literature
Education, Tests and Measurements
Language, Rhetoric and Composition
Alt Author The University of Texas at Dallas
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