At my school there’s much talk of “authentic assessment” (defined by Wiggins as “worthy intellectual tasks” that “require students to be effective performers with acquired knowledge” to “help students rehearse for the complex ambiguities of the “game” of adult and professional life”). I still like to stress traditional multiple-choice and essay tests in my classes – these are, after all, skills that students need to succeed in university – but at least 30% of my students’ grades is comprised of project work that aims to get away from recognition and recall assessments. In this project, part of my Modern World History unit on the World Wars, students apply their knowledge of persuasive techniques and flourish their rhetorical skills to create a propaganda video. Continue reading Showcase: Propaganda Videos →