Examination of images in Australian standardised writing assessments
A case for recognising social and cultural disadvantage
Bibliographic Data
| ID | 12346352 |
|---|---|
| Authors | Katherine Bates (0000-0002-6524-4036, Faculty of Social Sciences, School of Education, The University of Wollongong, Wollongong, NSW, Australia, corresponding author) |
| Year | 2017 |
| Volume | 28 |
| Issue | 2 |
| Pages | 257-285 |
| Publication date | 2017-03-09 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Social Semiotics (JOURNAL) |
| Journal identifiers | ISSN: 1035-0330 • E-ISSN: 1470-1219 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/10350330.2017.1292629 |
| OpenAlex | W2593442500 |
| Language | EN |
| Citations received | 2 |
| References cited | 30 |
From a socio-cultural perspective, individuals interpret meaning from images depending on multiple factors including life experience, values, attitudes, interests and background. As such, engagement with, preference for and interpretation of images differs amongst viewers. From this premise, it seems unlikely that one visual writing assessment prompt will effectively suit all participants. This paper offers new research into the use of image in large-scale referenced-based narrative writing assessments over a 10-year period in Australia reporting on phase one of a comparative case study. Findings identify changes in prompt design and content each year, with significant changes accompanying the introduction of the National Writing Assessment in 2008. Conclusions drawn from the analysis state that while image is a powerful communicator of meaning, providing visual representations in national assessment plan for literacy and numeracy may privilege some participants over others, and in doing so, impact on student outcomes and contribute to stratifying disadvantage
Disadvantage · Interpretation (philosophy · Linguistics · Literacy · Meaning (existential · Narrative · Pedagogy · Perspective (graphical · Political science · Privilege (computing · Sociology · Visual arts · Art Education and Development · Discourse Analysis in Language Studies · Literacy, Media, and Education · Psychology · Social Psychology
Visual Meaning
Narratives in Popular Culture, Media, and Everyday Life
Semiotics
Multimodality
Reading Images
An Introduction to Functional Grammar
Narrative Analysis
Systemic functional-multimodal discourse analysis (SF-MDA)
Reading visual narratives
High-Stakes Testing and Curricular Control
The Handbook of Visual Analysis
The Notion of Context
The Routledge Handbook of Multimodal Analysis
| Citations per year | 0.33 |
|---|---|
| Citation span | 2020 - 2023 (4) |
| Highly cited | No |