Multiliteracy assessment for deep learning and critical thinking in prose education
DOI:
https://doi.org/10.33096/didaktis.v4i2.1103Keywords:
deep learning, assessment, multiliteracy assessment, multiliteracy, literature learningAbstract
The dominance of surface-learning practices persists in literary education at Indonesian universities, particularly in prose instruction. Assessments focused on memorization, factual reproduction, and summative evaluation limit students' critical reflection, analytical skills, and problem-solving. In response to these gaps, this study aims to examine the potential of multiliteracy assessment as a framework to transform surface learning into deep learning and critical thinking. This study uses a qualitative case study approach, including observation, interviews, questionnaires, and document analysis. The findings reveal three main challenges: the dominance of conventional assessment (predominantly closed-ended questions), the lack of multiliteracy integration (most materials were print-text-based), and the lack of contextual strategies (most tasks focused on intrinsic analysis). In response, multiliteracy assessments emerged as a transformative approach that allows students to interpret prose through multimodal representation, contextual problem-solving, and critical inquiry. Assignments such as digital storytelling, critical essays, and collaborative performances have increased engagement, reflective skills, and 21st-century competence. The study concludes that the shift towards multiliteracy assessment significantly promotes deep learning and has practical implications for lecturers, curriculum developers, and policymakers seeking to align assessment models with global education standards.
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