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Assessment
Reflection: Instructor Rationale
My main concerns for assessment are:
Is the student engaged? Are they thinking and responding verbally, nonverbally, or through writing?
Does the student have their own idea that they can support of what constitutes effective, clear, and ethical interpersonal communication?
Can the student critically think about this collaborative effort and reflect on the process of interpersonal communication as well as experience of the theater of the oppressed?
Evaluating these outcomes is much more flexible and undefined than an exam. I am less concerned with a students answer and more focused on their ability to think about what we have learned and their own growth. Additionally, this assignment is about recognizing the constantly changing and developing process of communication. If they walk away with little more than demonstrating this understanding, their growth will be significant!
It is important that every student has opportunities for success. Thus, I have made sure that students who would prefer not to speak up in class have a chance to write our their contributions. And if I have a student request a traditional exam instead, I will be happy to accommodate as a way to facilitate different styles of learning and demonstrating knowledge.
This is a summative assessment that will follow formative assessment on student’s ability to contribute to class discussion. The formative assessment will take place in the form of one-on-one check-ins with students about their participation performance. The students will be asked to give themselves a grade and defend it using examples from class and participation criteria set out in the syllabus. The participation assignments will be 20 points each (low stakes) and happen at 3 points in the semester prior to the TO exercise. The idea is that they these check-ins will help them understand how they can better prepare for the TO workshop final “exam” ().
This assessment also offers students opportunities to engage, express, and represent their knowledge in different ways (
). For example, students will be inspired to engage in course content, reflection, and discussion as they consider thoughts, feelings, course content, and also reflect on the experience of demonstrating knowledge in this alternative way (engage), they get to choose the course content they think is most important (represent), and choose if they would prefer to speak or write(express).Want to print your doc?
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