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This study examined middle school student-generated multimodal tasks that incorporated visual elements and written information: brochures, posters, and Foldables®. Data collected from classroom observations, teacher focus groups, semi-structured interviews, student work samples and quasi-experiments were analysed to generate individual scenarios, and case-tocase comparisons revealed themes. Students perceived the multimodal tasks as more engaging than traditional assessment approaches in science, such as written reports or unit tests. Teachers deemed the multimodal tasks to be flexible strategies that could be adapted to meet a wide range of learning needs and easily implemented with a range of science topics.
