When learning and assessment become meaningful: students get involved in interdisciplinary project-work

This paper presents the results of a series of projects that are focused on the use of multiple representations in interpreting literary texts. The target group consisted of students in the lower secondary. Within this research, the core for multiple representations was given by an operational concept in the mother tongue curriculum while the competences to be trained were selected from various school subjects: Romanian, History, Geography, Art, Music, Civics, Technology, Physics and Mathematics. The results were analysed and the data confirmed that when using multiple representations students get to a deeper understanding in both literature and other subjects.