Textual power and the pragmatics of assessing and evaluating “powerful” performances
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.
Original Publication Date
DOI of published version
Allison, John M. and Mitchell, Karen S., "Textual power and the pragmatics of assessing and evaluating “powerful” performances" (1994). Faculty Publications. 4327.