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Multimodal Assessment in Higher Education: Reflections From Student Perspectives
Abstract
This chapter explores the implementation of an alternative form of assessment at a higher education institution (HEI) in Mauritius. As part of their module entitled ‘Mauritian History,' a group of first year undergraduate students of Faculty of Social Sciences and Humanities were given the opportunity to work on a multimodal assignment which required them to produce a history-related documentary style video. The chapter draws upon students' written reflections collected at different stages of the assignment to share their experiences as creators/producers of knowledge along with their views on this alternative form of assessment at higher education (HE) level. At the end of the assignment, it was found that despite challenges, students felt they gained a lot in terms of content knowledge, personal growth, and emotional development. The implications and recommendations for digitally enhanced multimodal assessment at HE level are presented.
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