Faculty Publications
Textual Power And The Pragmatics Of Assessing And Evaluating “Powerful” Performances
Document Type
Article
Journal/Book/Conference Title
Communication Education
Volume
43
Issue
3
First Page
205
Last Page
221
Abstract
Critical reflexivity about the content of courses in a variety of disciplines has engendered a number of changes in classroom practice. A parallel movement in educational research suggests that as instructors adjust the content of their courses in light of new theory, they should reexamine the ways in which student work is assessed and evaluated. This essay argues that adapting Robert Scholes's categories of reading, interpretation, and criticism for the performance studies classroom requires corresponding changes in evaluation practices. Scholes's theory is used to describe alternate types of performance activities and to present a model for classroom practice through which students learn to participate in the assessment and evaluation of their own work and the work of their peers. © 1994, Taylor & Francis Group, LLC. All rights reserved.
Department
Department of Communication Studies
Original Publication Date
7-1-1994
DOI of published version
10.1080/03634529409378978
Recommended Citation
Allison, John M. and Mitchell, Karen S., "Textual Power And The Pragmatics Of Assessing And Evaluating “Powerful” Performances" (1994). Faculty Publications. 4327.
https://scholarworks.uni.edu/facpub/4327