Säger en bild mer än tusen ord? : Multimodalitet och bedömning

The study examines how multimodal texts in the Swedish subject in the upper secondary school is assessed. The first two issues investigates through a hermeneutical text interpretation how multimodal texts are described in policy documents and how they are reflected in the assessment base. The last issue examine how teachers today assess students work with audiovisual elements trough interviews with three Swedish teachers. The analysis of policy documents shows an inconsistency in how multimodal texts are described and assessed. The inconsistency is causing a limitation in how multimodal texts are used in teaching. The results of the interviews confirm this and highlights how the design of teaching is largely controlled by the assessment base and its interpretation. The study shows how the absence of clear wording in policy documents prevents recognition of multi-modal texts in school, at the same time as the National Agency for education emphasize its relevance. Furthermore it shows how audiovisual texts have the potential to deepen and expand on the content instead of merely act as support to spoken and written text. And finally how a multimodal approach contributes to creating an equal education for all students regardless of background