Evolving Modalities: Exploring Changes in Language Assessment Practices in Higher Education

Abstract

<p>Traditionally, language assessments in higher education have centered on oral presentations and written essays. However, recent advances, including the integration of visual, digital artifacts, and GenAi tools, have catalyzed a shift towards multimodality in language assessments. This study explores this evolving landscape across multiple disciplines in higher education.</p><p>The study set out to identify the range of course assessments, analyze how assessment rubrics integrate oral and written language abilities with visual and digital criteria, and determine the rationale behind faculty teachers' chosen assessment types and their impacts on teaching and learning. The research involved surveying faculty teachers across diverse disciplines to identify undergraduate course assessments. Subsequent interviews with faculty teachers explored the reasons for changes in assessments, design choices, and selected evaluation criteria. Student interviews were also conducted to gather their perspectives on these assessments.</p><p><br></p><p>The analysis revealed several key findings. First, there has been a shift towards multimodal assessments, although oral and written assessments remain prevalent. In multimodal assessments, the criteria for oral and written language abilities often have lower weighting than content or creativity, yet they remain crucial for ensuring high language proficiency. With regard to teachers' choice of assessment types, results indicate that type of multimodal assessment is motivated by their desire to experiment, enhance engagement for themselves and students, and a belief that the shift improves content learning and allows more efficient learning with GenAi tools. Meanwhile, those that chose to continue to use traditional assessments were hindered by barriers including a steep learning curve for visual or digital skills, personal preference, and access to necessary equipment and software. Finally, students reported that multimodal assessments were challenging and tend to increase workload, but they also expressed pride in their produced artifacts and appreciated gaining transferable skills.</p><p>In conclusion, this study highlights the evolving landscape of multimodal language assessment in higher education. It offers insights into the motivations and challenges faced by faculty teachers in adapting assessment types and the students' perspectives on this transition. These findings can guide educators and institutions supporting this pedagogical shift.</p>