Show Me: Principles for Assessing Students' Visual Literacy

Authors


e-mail j.callow@edfac.usyd.edu.au

Abstract

This article examines assessment of students' visual literacy. In the context of current theory of multimodal texts, the author presents key features for visual literacy assessment and how this assessment might be undertaken. The article then proposes a set of principles and a framework for developing assessment tasks in authentic classroom settings.

Ancillary