More than any other disciplines, literature classes ought to encourage creative expression. This website: http://whatedsaid.wordpress.com/2010/09/15/10-ways-to-assess-learning-without-tests/
seems to be one that is based on the similar premise that there is an urgent need to move beyond lined paper and test scores when assessing literature. Out of the 10 recommended ways to assess literature without tests, I find (a) creating a cartoon and (b) producing a play to be particularly apt for the context of our local classrooms.
(a) Creating a cartoon
Whilst the conventional P-E-E-L framework offers students a means to structure their answers in essay writing, it does little beyond the soliciting of basic responses from the students during conventional assessments. This is especially prevalent amongst the lower secondary students. Responses appear to be contrived; very often, the framework helps to mask students' superficial understanding of characters. The ability to empathise and comprehend the thoughts of characters are often disregarded when students attempt such essay questions. The creation of a cartoon based on a particular character forces students to internalise information/findings pertaining to its characterisation and demonstrate this understanding creatively. In addition to the creation of a cartoon, I would also assess students on their ability to craft dialogues/speeches in the capacity of the character. The tone, word choice, sentence length... of these dialogues/speeches will clearly reflect the extent of which students understand characterisation.
(b) Producing a play
Like the creation of a cartoon or a comic strip, producing a play ensures that students take their learning beyond frameworks that sometimes aid in masking their lack of understanding. At the lower secondary level, students are exposed to a wide range of literary terms which appear to have little relevance in their lives. The production of a short play to demonstrate their understanding of these terms might be an apt manner of which students can see the relevance of these terms in their lives. For instance, students can produce a short play about valentine's day nearing Valentine's day (1st formative assessment?) to demonstrate their understanding of personification , onomatopoeia, soliloquy, simile, metaphor etc.
I think both (a) creating a cartoon and (b) producing a play offer ways of which the teachers can encourage creativity in class and ensure that students are competent in applying the new information acquired in class.
seems to be one that is based on the similar premise that there is an urgent need to move beyond lined paper and test scores when assessing literature. Out of the 10 recommended ways to assess literature without tests, I find (a) creating a cartoon and (b) producing a play to be particularly apt for the context of our local classrooms.
(a) Creating a cartoon
Whilst the conventional P-E-E-L framework offers students a means to structure their answers in essay writing, it does little beyond the soliciting of basic responses from the students during conventional assessments. This is especially prevalent amongst the lower secondary students. Responses appear to be contrived; very often, the framework helps to mask students' superficial understanding of characters. The ability to empathise and comprehend the thoughts of characters are often disregarded when students attempt such essay questions. The creation of a cartoon based on a particular character forces students to internalise information/findings pertaining to its characterisation and demonstrate this understanding creatively. In addition to the creation of a cartoon, I would also assess students on their ability to craft dialogues/speeches in the capacity of the character. The tone, word choice, sentence length... of these dialogues/speeches will clearly reflect the extent of which students understand characterisation.
(b) Producing a play
Like the creation of a cartoon or a comic strip, producing a play ensures that students take their learning beyond frameworks that sometimes aid in masking their lack of understanding. At the lower secondary level, students are exposed to a wide range of literary terms which appear to have little relevance in their lives. The production of a short play to demonstrate their understanding of these terms might be an apt manner of which students can see the relevance of these terms in their lives. For instance, students can produce a short play about valentine's day nearing Valentine's day (1st formative assessment?) to demonstrate their understanding of personification , onomatopoeia, soliloquy, simile, metaphor etc.
I think both (a) creating a cartoon and (b) producing a play offer ways of which the teachers can encourage creativity in class and ensure that students are competent in applying the new information acquired in class.
Hi Natalie, the act of creating or production is definitely an interesting way to engage the students' and challenge their higher thinking ability. Whether for low or high achieving students, I do think that the act of creation helps to sediment understanding of texts read. The difference in execution may be in the time required for preparation to help students meaningfully engage in the task.
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