26th Annual Student Research Conference
Evaluating the effectiveness of performance-based assessment while teaching Shakespeare
Ryan M. Kulage♦
Dr. Rebecca Dierking, Faculty Mentor
The purpose of this extended literature review is to determine the value of performing Shakespeare in the English classroom to assess student learning in contrast to traditional assessment strategies (e.g. essays, quizzes, tests). Performance-based assessments include scene production, monologue delivery, dramatic readings, and various other theatrical exercises. The expectation is that employing performance activities while studying Shakespeare increases student engagement, enjoyment, and understanding of the text. Since Shakespeare's plays were originally performed and not read, a modern education should include this vital aspect of the work. The review does not seek to endorse performance-based assessment over traditional forms of assessment, but rather advocate its use in addition to these strategies.
Keywords: English, Education, Journal, Writing
Topic(s):Education
English
Presentation Type: Oral Paper
Session: 306-2
Location: MG 2090
Time: 1:20