Assessment Plan for Multimodal Learning in English Classroom

EED 5102 ASSESSMENT 2 TEMPLATE
Who are my students and what are the students ready to learn?
Describe the
students in your
class and analyse
the factors which
may affect their
learning in this
context.
Consider a
learning or
curriculum need
within the
classroom setting
you wish to
address.
Using evidence
(assessment
and/or observation
data), describe
what the students
are ready to learn.
300 words (10
marks)
Multimodal learning is a useful model. This is
helpful to denote the joint representations of various
modalities. This is also able to fulfill the missing
patterns as provided to the observed ones. This
assimilates the two-deep machines of Boltzmann,
corresponding to a single pattern.
In the following report, the modal approach to be
implemented is demonstrated. Then the various
analysis is used to determine what the students can
further learn. Next, the plan for learning and teaching
are discussed here. It includes the understanding of
how the overarching lesson and goals are aligning.
Next, various pedagogical approaches for the sector of
teaching are evaluated. Next, the complementary
resources and the ICT tools engaging the learners are
evaluated here. Lastly, an assessment is made in this
study that describes various strategies of assessment
and involves the timely scopes for the feedback.
Determining what the students have already
learned:
As the teaching of English in Australia is
considered, the skill of writing is a vital part. This also
includes the efficiency in listening, speaking and
reading. Nonetheless, it can be argued that as language
skills are considered, writing is a complicated skill. This
is to be learned by most of the students of CQ
University. Here, the phenomenon has been occurring
in writing is a complicated method. This has not been
much simpler to master. This is due to the complexities
to translate, organize and create the concepts into
readable text format (Blikstein & Worsley, 2016).
The studies were done over multimodal learning
in classroom English. They have been attracting
researchers and educators. They have been revealing
that under the multimodal approach and the role to
create the language learning is never to be denied. The
multimodal method has been offering the language that
students have the scope to enhance their skills of
language and other components. It backs up the
findings that the determined through using the
numerous representations for the learning scenarios.
This is to facilitate analysis (Mroueh, Marcheret & Goel,
2015). Here, for instance, as the idea can never be
totally communicated through written terms, the
representation to be done the remedy of the issues of
communications visually. Apart from this, the analysis
also concludes that numerous representations in foreign
language classroom have risen the motivation of the
students. They have been attracting the attention of the

EED 5102 ASSESSMENT 2 TEMPLATE
students and raising the interest to offer the method of
contextualizing the learning of language.
Here, in the same fashion, the multimodal
scenario has permitted the students for experiencing
the learning. This is the way they are comfortable most.
However, it also includes the challenging for
experiencing and learning the additional methods also.
Apart from the advantaged of the video to the language
students, the students who are exposed to the learning
has been involving the multimodal approaches. This on
average has been outperforming the learning the usage
of conventional approaches having single modes (Hu &
Li, 2016). Besides, it also is seen that the document of
the video under the target language has been
advantageous for developing the students to talk about
the performances under the target language. However,
the analysis to use subtitles videos in the classroom of
writing has been developing the writing expertise of
students. Apart from this, the subtitles videos can be
utilized to write the classroom. This is because they
stimulate writing (Ezen-Can et al., 2016).
However, it is also seen that most of the e-
learning interfaces have been used for learning
depending on various texts. This also involves graphics.
This is for delivering the information. This is commonly
disregarded as the metaphors of communications. It is
under the auditory and visual channels. It involves the
lack of various multimodality outcomes to overload the
visual channel of the user (Silseth & Gilje, 2019). Again,
in various cases, this is a vital data to get
communicated that can also be missed. This involves
more than a single metaphor or channel
communication. It is within the process of human-
computer interaction that can develop the usability of
interfaces.
How will I help the students to learn?
Incorporate your
knowledge of
research
(academic
literature) into
how students
learn, to justify
your intended
teaching
approaches and
decisions made
about the teaching
and learning.
Approx. 300
words. (10 marks)
Understanding the context and background:
Describing the students and the specific learning
and teaching necessities:
To understand what specific learning is needed to
be addressed, 50 students studying English at CQ
University Australia are considered. They are considered
the experimental group. The group is exposed to a
multimodal environment. The initial multi-modal
approach is the written test seen as the pre-test. This is
done prior to the treatment and the post-test is taken

EED 5102 ASSESSMENT 2 TEMPLATE
into consideration as the treatment is over. Thus it can
understand the impacts of multimodality learning on the
writing skills of the student.
Firstly, the data was collected as the students
were asked to en down a report to face their entrance
behavior. This is seen as the pre-test. Next, to distinct
strategies of writing are deployed during the session of
treatment. In the multimodal environment, the learning
and teaching process, the students were provided with a
subtitled video. This has been under permitting activity
expressly. This is to develop the writing. The post-test or
the writing test is administered to analyze the efficiency
of the treatments exposed to the previous meetings.
At last, the guide of scoring has helpful for the
two raters that are scored the compositions of the
students. This is to gain mostly trustworthy information.
Here, the tasks have been followed through a simple
data analysis. Moreover, the collected data is examined
by testing the independent sampled. This is intended to
understand the efficiency of the environment of
multimodal learning of the writing skill of the students.