During this class, I found there to be a major disruption of the Power Structures that you would regularly see if you were to walk into a university classroom. This disruption was mainly caused during the creation of the evaluation rubric for our first assignment. In a classroom, the professor would typically create a rubric according to what they deemed important, provide it to the class to follow, and evaluate the students work in accordance to how well it followed the given rubric. Instead, the shift of power occurred as the class worked together to instead develop a rubric based off the mutual agreements of what the class as a whole deemed important for the teacher to evaluate. I really appreciated this approach to creating the rubric, as I found it provided the class with input and a very clear understanding of what would be evaluated. This approach showed the professor valued the class’ opinion, and greatly challenged the typical teacher-student hierarchy in a positive way.
The part of this class that I found most greatly impacted me was not as much the learning of new information, but a great change in perspective. When the class was having to create the rubric for the lesson presentation and was asked for criteria they felt should be evaluated, most groups listed different presentation characteristics, such as: voice clarity, volume, confidence, etc. Milissa then posed the question, “What exactly am I evaluating you on, your presentation abilities or your knowledge/understanding of the lesson you were provided?” She posed the situation of providing students with the assignment of creating a poster to reflect their knowledge of a subject, with the purpose of assignment being to evaluate their understanding of the subject. If the student creates a poster with a vast amount of information, but without neat writing, colorful borders, or an eye-catching spread, should the student lose marks? This situation greatly changed my perspective as I realized the importance of making sure your evaluations are clear for the students on what exact outcomes you will be evaluating, and making sure when assessing, that your evaluation is directly relates back to the outcomes in the curriculum.