Pedagogical Principles as the Basis for Multiliteracy Assessment in Literature Learning in Higher Education
DOI:
https://doi.org/10.17507/tpls.1412.35Keywords:
pedagogical principles, higher education, literacy, multiliteracy assessment, literature learningAbstract
The two main topics covered in this paper are the pedagogical principles of multiliteracy as the cornerstone of successful assessment and the ideal forms of literariness in higher education teaching and learning. Evaluating multiliteracy is essential for showing that students have understood the material and proving that they can interact with many genres at the same degree of complexity. These evaluations are also essential for informing decisions about education and curriculum development. Assessments' design must incorporate practical educational concepts to convert theoretical frameworks into proper instruments that guarantee relevance, fairness, and accuracy. Assessments can create a learning environment that supports the development of critical professional skills by upholding solid pedagogical ideas. This study follows Borg and Gall's research and development (R&D) approach, concentrating on the first two phases, Phase 1 (information collection and research) and Phase 2 (planning). It uses needs analysis and research data to direct the evaluation procedure. The results highlight the need to include practical pedagogical components, such as explicit knowledge transformation, real-world practice contexts, and reflective learning, in assessing multiliteracy in literary education. With a heavy emphasis on literary literacy, these guidelines guarantee that evaluations in literary education test critical thinking, creativity, and the capacity to comprehend and produce various types of literacy in addition to content knowledge.
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