Assessment

Because the MOVE House project was imbedded within an Honors Level Senior English class, I chose to run the project "off the books" for the most part. Pedagogically this also made a lot of sense because of the format we chose to operate the project. The class of l9 was broken into three CEO teams. Each CEO was given a portfolio and the class at large operated as a business team: As in the business world, some of the jobs which had to be done were mundane: applying stamps to postcards, sealing envelopes, counting and tabulating; signing over 150 letters; others required sophisticated research and writing skills (like composing the letter to colleges and universities; formulating the follow up letter, creating the Power point presentation, and formatting the article and writing it). All students were part of the brainstorming and drafting processes; some of the students were able to put together a sophisticated Power point; choreograph a dance, and/or make lengthy public presentations. Every student worked on the MOVE House. A smaller group (6-7) students put in extra time to be the final editors on the letter, prepare the Power Point, and to travel to Indianapolis twice to make our public presentations. Students all got 10% of their grade figured in at 100% for their work on the MOVE House team. Certain MOVE House writing assignments received completion grades (i.e. if the assignment was completed, it received the maximum amount possible). Beyond that, no one was graded and no work was differentiated. However, those students who put in the extra time to travel twice for evening public presentations were given additional points.

Page created by Helen Mundy Hudson Last updated June 10, 2003.