Module Five: Assessing Student Progress

This module has prompted me to think about student-centered assessment in the following ways:

Involving students in the assessment process--from the creation of rubrics to peer reviews--will add weeks to my initial estimate of three weeks . . .

And if I involve them in creating rubrics, I must involve them in creating the unit--and if I involve them in creating the unit, I must give them the latitude to decide the configuration of the unit, and ultimately let them decide what we study. I see, ultimately, a non-directivist classroom.

Wow . . . I've come a long way baby.

Module Four Reflection

Technology most effectively supports student learning when it provides an opportunity for learners to showcase both their technical expertise and their knowledge of subject--in this case, Shakespeare's The Merchant of Venice as text and film. Finding the balance between technical skill and a deeper knowledge of subject is not always easy. We have all seen situations develop in a classroom or professional setting where technical skill far outstrips content knowledge. The products that result from this imbalance may look terrific but they are most often lacking in any kind of depth or analytical sophistication.  When the skewing is in the direction of knowledge of subject over technical skill, the product often shows little understanding of design principles. In my own work and in that of my students I want to see that necessary balance.

Module Three Reflection

Monitoring group work is always a challenge.  Working with my colleagues to identify ways to keep students focused and on task was both a lot of fun and useful.  

I am also more aware of the some of the organizational challenges my students face as they attempt to organize their online resources for class projects in both Film Studies and English. These activities have also made me more aware of appropriate online use constraints.

I really do look forward to developing my Merchant of Venice unit plan.