'No Number Can Describe How Good It Was': Assessment issues in the multimodal classroom

Within an outcomes based educational system built on the principles of redress, social justice, multilingualism and multiculturalism, issues of equity in teaching, learning and assessment are increasingly on South Africa's educational agenda. This article locates itself within debates concerning the politics of representation in mainstream classrooms, in which written standard English is the dominant mode and language through which students' meanings are read and assessed. The authors, consisting of English and Art educators, have been implementing forms of 'multimodal pedagogies' in different classrooms in Johannesburg in a move to challenge the existing narrow constraints of representation permitted in mainstream schooling. Through a case study discussion of a multimodal project with disaffected Soweto youth, the authors argue that new criteria for assessment need to be developed in order to address the complexity of thinking about communication as a multiple semiotic practice and students as designers of meaning. Such criteria place human agency and resourcefulness at the centre of meaning-making, and focus on the recruitment of resources, generativity across modes, linkages and connections across modes and genres, voicing of self, community and culture, the processes of making and reflectiveness, as well as taking account of the 'community of arbiters'.