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Peer reviewed Peer reviewed
ERIC Number: EJ490674
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0363-4523
"Textual Power" and the Pragmatics of Assessing and Evaluating "Powerful" Performances.
Allison, John M., Jr.; Mitchell, Karen S.
Communication Education, v43 n3 p205-21 Jul 1994
Argues that adapting Robert Scholes's categories of reading, interpretation, and criticism for the performance studies classroom requires changes in evaluation practices. Uses Scholes's theory to describes alternate types of performance activities. Presents an example of classroom practice through which students learn to participate in the assessment and evaluation of their own work and the work of their peers. (SR)
Descriptors: Grading, Higher Education, Models, Peer Evaluation, Self Evaluation (Individuals), Speech Communication, Student Evaluation, Theory Practice Relationship
Publication Type: Reports - Descriptive; Guides - Classroom - Teacher; Opinion Papers; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Performance Studies; Scholes (Robert)