> On the other hand, lets say pomo theory has really gotten to us, and we
> say that each student probably has a "little Citidel" and a "little
> Hampshire" within an overall multiplicity of selves. Then the individual
> assessment, in the absence of a singular individual, maybe takes on a
> temporal factor -- hmm, this week I'm kind of feeling in need of some
> freedom, so I'll drag out my self-assesment software. Next week this may
> differ. Ruminations in any case.
Well, you know, this doesn't really sound like pomo theory gone
nuts to me. I think it's _true_ that we're all a little Citadel and a
little Hampshire and a little lots of other things, too. The key concept
here for me is that the learner is the one who's driving the assessment,
deciding when to take the test at the end of the chapter and when to try
a bunch of things on her own.
What would institutions of higher ed look like if we allowed
people to take tests when they thought they were ready, and to seek other
kinds of assessment if they felt so inclined?
Marcy
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Marcy Bauman
Writing Program
University of Michigan-Dearborn
4901 Evergreen Rd.
Dearborn, MI 48128
Web page: http://www.umd.umich.edu/~marcyb
email: marcyb@umd.umich.edu
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