The following two assessment plans were submitted by participants in the
1998 VRoma workshop. They are still very much "works in progress,"
but we are posting them here as examples to stimulate thinking.
Advanced Latin Literature Course
This course project is designed to test the following hypotheses:
- Technology can provide a medium in which students can actively make
connections between various aspects of the ancient Roman world.
- The use of programs that present content in different ways can help
sensitize students to the needs of varying audiences.
- Peer-teaching is a type of collaborative learning that can shift
responsibility from teacher to learner
- Students will be able to effectively and efficiently research a topic using
print and electronic media.
- Students will be able to use the HyperCard and PowerPoint programs.
- Students will be able to comply with current copyright laws.
- Students will be able to place an Augustan monument/work of art in its
appropriate cultural context using information about Roman literature, society,
history, and architecture.
- Students will be able to effectively communicate their thoughts to their
peers through oral presentations enhanced by technology.
Methods of Assessment:
- Using the Valparaiso University Library, local resources, and electronic
resources, each student will research an Augustan monument/work of art.
- Using HyperCard, each student will create an interactive stack presenting
what he/she has learned about his/her monument/work of art. Each stack will
contain images, an interactive quiz, and a bibliography; each stack will comply
with the current interpretation of copyright laws.
- Using PowerPoint, each student will adapt his/her HyperCard stack to create
a presentation appropriate for a full-class audience.
- Using their PowerPoint presentations and their HyperCard quizzes, students
will teach their peers.
- Using a self-report questionnaire, students will reflect upon their
experiences in order to help evaluate this project and assess its effectiveness
in achieving the stated aims.
Civilization and Culture Course in Myth and
- Put students in contact with the latest applications of technology to
- Permit students to explore areas rich in information/interpretation of
- Have students use the VRoma site and contrast its quality/quantity of
information with other sites
- In particular, have students acquire information about Roman religious and
legendary subjects in a context rich in graphic, historical and analytical
- Provide a medium within which students can discuss with one another and
with distant collaborators Classical material
- Demonstrate to students that Classics and Roman mythology are the focus of
current scholarship, innovation and collaboration (a sense of relevance and
community of interest)
- Students will be able to access VRoma and make use of all its features
(exploring and chatting, in particular)
- Students will be able to collaborate on gathering and analyzing information
concerning Roman myth/religion and be able to evaluate it in comparison with
information gathered at other sites
- Students, by completing assignments, will be able to synthesize disparate
materials (literary, historical, archaeological) related to Roman myth/religion
- Students will be able to distinguish qualities of Roman myth/religion from
those of other traditions (Greek, African, Native American)
- Some students will be able to contribute to the amassing of accurate and
interesting information (in multimedia form) at VRoma
- Students will be able to articulate how Classics projects like VRoma are
building new educational experiences through the intelligent and significant
use of information technology
Methods of Assessment:
(All work will be done in small groups)
- Students will complete an exercise in which they enter and navigate VRoma
("scavenger hunt" format).
- Example: Find three different sites within VRoma where the myth of Romulus
and Remus is germane
- Students will complete an exercise in which they gather information at
VRoma and elsewhere on the WWW on a specific topic (a god, a ritual, a sacred
place, an aetiological or foundation myth) and assess the relative value of
VRoma as a source.
- Example: From three different locations in VRoma gather a profile of the
Roman goddess Venus; compare with this profile how the goddess is described at
three different sites on the Web.)
- Students will complete an exercise in which they pull together (synthesize)
different kinds of evidence to form a complex view of a topic.
- Example: From representations of Aeneas in literature, art and political
discourse discuss the viewpoint which suggests this hero is a purely artificial
political icon (like "Uncle Sam")
- Students will complete an exercise in which they contrast some specific
features of Roman myth/religion with other traditions.
- Example: Explore VRoma for information on the god Jupiter; then compare
this deity with the Greek Zeus and one other culture's chief deity (Yoruba,
Hindu, Jewish, etc.). The comparison should focus on both personality traits
(kind, cruel,wise,etc.) and on leadership qualities
- Some students will build an area in VRoma related to a topic they have
researched, as a new source for others. (This will be in small groups but also
by students working with me in Direct Study)
- Students will complete interim and final assessment reports
(self-reflective) which address their perceptions of their work, their
progress, their gains unique to this form of learning.