Advancing Learning 2018

I present an explanatory case study that investigates the affordances of new media in creating assessments that more effectively test the outcomes of the learning process and how a constructive alignment can be reached between assessment and multimodal digital curriculum in an ESL program in Post-secondary education. Study questions concerned the main reasons behind the misalignment and how to create a constructive alignment between assessment and multimodal digital curriculum.

First, I discuss my theoretical framework and how I employed theoretical bricolage; the Multimodality and Multiliteracies framework and Assessment Theory elucidated data collected from semi-structured interviews and curriculum and assessment documents. The Actor Network Theory (ANT) was used to "follow the actors" which created an alignment/ misalignment between multimodal curriculum and assessment. Second, I discuss results which indicated that accountability models aborted or partly mitigated the implementation of an aligned multimodal curriculum and assessment as language proficiency tests often deviated classroom practice from multimodality and multiliteracies framework. I elucidate how data also intimated assessment “for” learning, “while” learning and authentic assessment that maximize the learners' chances to demonstrate their understanding in different forms of representation. This explanatory embedded single case study enriches alignment research as it proposes a fine tuned, multi-dimensional model of alignment that is germane with curriculum and assessment concerned with the issue of learner's diversity. I incorporate Mode in the new alignment model as there is a misalignment between the mode in which teaching and learning occur in ESL/EAP classrooms and the mode in which assessment is administrated. I also include genre in the new alignment model as embedding English language in the discipline specific genre is considered best practice by English language specialists (Arkoudis et al., 2012; Wingate, 2015). I also comprise technologies as technologies used to facilitate learning and assessment are not automatically well aligned (McNeil et al., 2012).

The study may provide teachers with a myriad of strategies and techniques that may facilitate the implementation of an aligned assessment and multimodal digital curriculum in ESL/EAP programs in Post-secondary education. Additionally, it may inform ESL instructor's practice who may give learners the opportunity to demonstrate their understanding in different forms of representation, hence, unlock their full potential, optimize their learning and maximize their chances of success. I elucidate how the study entertains implications for curriculum development, assessment design and teacher professional development.