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What role does multimodality play in assessment in the English subject in Norway? This article focuses on final written examinations from 2014 to 2018 and investigates the multimodal literacy skills that examinations invite lower secondary school students to demonstrate. Examinations in the English subject are digital and technically open to a rich multimodal practice. Analysis in this article finds that the texts to be read in examinations are carefully designed multimodal texts, with plentiful use of visual aspects of writing and with images that add significantly to the creation of complex cohesive ensembles. When it comes to the examination tasks, however, the opportunity for the students’ multimodal output is limited and ambiguous. In sum, there is an imbalance between input and output. Keywords: multimodal literacy, multimodal texts, English, assessment, lower secondary school Inspirert av bilder: En multimodal analyse av sentralt gitt skriftlig eksamen for 10. trinn i engelsk i Norge fra 2014 til 2018 Sammendrag Hvilken rolle spiller multimodalitet i engelskfagets vurderingspraksis i Norge? Denne artikkelen fokuserer pa avsluttende skriftlig eksamen fra 2014 til 2018, og undersoker hvilken multimodal literacy (tekstkyndighet) eksamen legger opp til at ungdomsskoleelever far vise fram. Eksamen i faget er digital og teknisk sett apner den for en rik multimodal praksis. Analysen i artikkelen viser at eksamenstekstene elevene leser er noye designede multimodale tekster, med rikelig bruk av visuelle aspekter ved skrift, og med bilder som bidrar til komplekse, helhetlige, sammensatte tekster. Nar det gjelder eksamensoppgavene derimot, er elevens mulighet til a uttrykke seg multimodalt bade begrenset og tvetydig. Alt i alt er det en ubalanse mellom det som skal leses og det som skal skrives til eksamen.  Nokkelord: multimodal literacy, sammensatte tekster, engelsk, vurdering, ungdomstrinn

Inspired by image: A multimodal analysis of 10th grade English school-leaving written examinations set in Norway (2014-2018)