The immersive writing environment provided by the MOO demonstrated pedagogical strengths, such as developing written fluency and building comfort and confidence among generally timid writers. However, there was no way for me to follow John beyond this class, nor was there any mechanism for me to compare the long-term effects this class had on John or other students in this classroom. Longitudinal portfolios, such as those developed at Clemson by Kathleen Yancey or at Harvard would create either technical or administrative mechanisms that allowed teachers to track student achievement over time and that would allow us to assess the success of pedagogical experimentation. But the question remains whether this is an assessment problem.

back | map | next

john in context | jenny & sue
deaf:audist | hearing pedagogy | enfi | techno-teaching
city on the hill | "othered" outside
end | cited