Aquinas class work: Student Sample Analysis
aquinas_responses_part_1.pdf | |
File Size: | 1829 kb |
File Type: |
STUDENT SAMPLE 1: MITCHELL
Analysis for Historical Imagination:________________________________________
The below criteria are rated on a scale of 1-5 and included narrative explanations
1= being did not demonstrate the skill
5= being exceeded expectations in their ability to demonstrate the skill.
1) Students demonstrated the historical imagination concept of re-enactment.
3- I chose three because Mitchell’s answers, although extremely sparse (only 1 or 2 words), did correctly demonstrate that he had considered the perspective of Aquinas. However, he did not use a language or create an argument that would have been typical of the philosopher. His work demonstrated to me that I needed to create clearer directions that more accurately laid out my expectations. In an activity that has limited timing, students may choose this quicker route, especially when they want to devote there time to a drawing activity.
2) Students demonstrated the historical imagination concept of interpolation.
4- Mitchell had short answers. For example for the second question, he merely replied “They have the right because of god”. All his answers however, demonstrated correct interpolation. He correctly filled in the gaps to answer the questions. However, I took off a point because he did not really tap into the mentality of Aquinas. Aquinas would have created a fuller argument and acknowledged god in every answer.
3) Students demonstrated the historical imagination concept of interrogation
N/A
Analysis for Historical Empathy:__________________________________________
The below criteria are rated on a scale of 1-5 and included narrative explanations.
1= being did not demonstrate the skill
5= being exceeded expectations in their ability to demonstrate the skill.
1) Students clearly adopted a historical role different their own perspective. Rate 1-5 and explain why (with evidence).
3- Mitchell received a neutral rating on this criterion because it was difficult for me to determine whether he really considered Aquinas’s perspective and his outlook. I think adopting someone's outlook requires a certain level of respect for the role and the circumstances. I did not see this here. Even if Mitchell or any other student agreed with the basic's Aquinas's political philosophy, they would have not stated it in the same way. Hypothetically, if Mitchell agreed with Aquinas's ultimate decision, they would still have relatively different reasoning because they came from vastly different contexts. One cannot analyze if Mitchel considered this when he interpolated his answers.
2) The student’s historical role was bound to a historical context established by secondary and/or primary sources.
N/A
3) Student demonstrated the ability to “distinguish between past perspectives and to shift from one another from a relatively detached point of view”
N/A
4) Student incorporates historically relevant evidence and facts.
4- Mitchell did correctly incorporate the historically relevant evidence and facts from the lecture.
STUDENT SAMPLE 2: ARIEL
Analysis for Historical Imagination:________________________________________
The below criteria are rated on a scale of 1-5 and included narrative explanations.
1= being did not demonstrate the skill
5= being exceeded expectations in their ability to demonstrate the skill.
1) Students demonstrated the historical imagination concept of re-enactment.
5- Ariel clearly adopted the role of St. Thomas Aquinas. Not only were all her answers in accordance with Aquinas’s own beliefs, she also integrated a formal tone of voice. For example, “The Ideal Government is a feudalistic monarchy depicted in the great chain of being. God has absolute power over the system for he is the ruler of the universe and the perfect example of goodness.”
All of my traditional, ‘high achieving’ students were able to interpret the goals for this assignment in a similar way. Both Ariel and my other high A-student in the class, Mathew, clearly adopted the voice and perspective of Aquinas. While I am excited that they were enthusiastically tackling the assignment, I also want role-play and simulation assignments to also encourage my more reluctant readers and writers.
2) Students demonstrated the historical imagination concept of interpolation.
5- Ariel correctly interpolated all of the answers. She not only gave the correct basic answer, but she also elaborated in an appropriate way. She referenced god in all of her answers and provided additional reasoning that Aquinas himself may have used. For example in her second answer, Ariel argued, “Governments receive their authority from god. God has ultimate authority because he created and controls the universe.”
3) Students demonstrated the historical imagination concept of interrogation
N/A
Analysis for Historical Empathy:__________________________________________
The below criteria are rated on a scale of 1-5 and included narrative explanations.
1= being did not demonstrate the skill
5= being exceeded expectations in their ability to demonstrate the skill.
1) Students clearly adopted a historical role different their own perspective. Rate 1-5 and explain why (with evidence).
5- I gave Ariel an 5 rating because it was clear to me that she was adopting a perspective different from her own worldview. In a previous writing assignment, Ariel explained her own atheist perspective. So I knew that her own view provided a a stark contrast to Aquinas’s religious justifications.
This highlights another interesting issue in role-play and simulation assignments. When I analyze the assignments, I find that it is easy determine if the student adopted the perspective of another when I have known the student for some time and I understand their own worldview. However, I do not know if I could do this for all sixty of my students. I do not know the religious opinions of every single one of students. Therefore, I could only guess whether view was distinct from Aquinas’s view. However, gauging from the entire class’s reaction to Aquinas’s Five Proof during the lecture, I know that many students did not like his opinion.
2) The student’s historical role was bound to a historical context established by secondary and/or primary sources.
5- Ava used appropriate language and evidence in her answers.
3) Student demonstrated the ability to “distinguish between past perspectives and to shift from one another from a relatively detached point of view”
N/A
4) Student incorporates historically relevant evidence and facts.
5-Ava included all of the necessary historical evidence for each answer.
FULL GROUP ANALYSIS
Analysis for Historical Imagination:________________________________________
The below criteria are rated on a scale of 1-5 and included narrative explanations
1= being did not demonstrate the skill
5= being exceeded expectations in their ability to demonstrate the skill.
1) Students demonstrated the historical imagination concept of re-enactment.
3- I chose three because Mitchell’s answers, although extremely sparse (only 1 or 2 words), did correctly demonstrate that he had considered the perspective of Aquinas. However, he did not use a language or create an argument that would have been typical of the philosopher. His work demonstrated to me that I needed to create clearer directions that more accurately laid out my expectations. In an activity that has limited timing, students may choose this quicker route, especially when they want to devote there time to a drawing activity.
2) Students demonstrated the historical imagination concept of interpolation.
4- Mitchell had short answers. For example for the second question, he merely replied “They have the right because of god”. All his answers however, demonstrated correct interpolation. He correctly filled in the gaps to answer the questions. However, I took off a point because he did not really tap into the mentality of Aquinas. Aquinas would have created a fuller argument and acknowledged god in every answer.
3) Students demonstrated the historical imagination concept of interrogation
N/A
Analysis for Historical Empathy:__________________________________________
The below criteria are rated on a scale of 1-5 and included narrative explanations.
1= being did not demonstrate the skill
5= being exceeded expectations in their ability to demonstrate the skill.
1) Students clearly adopted a historical role different their own perspective. Rate 1-5 and explain why (with evidence).
3- Mitchell received a neutral rating on this criterion because it was difficult for me to determine whether he really considered Aquinas’s perspective and his outlook. I think adopting someone's outlook requires a certain level of respect for the role and the circumstances. I did not see this here. Even if Mitchell or any other student agreed with the basic's Aquinas's political philosophy, they would have not stated it in the same way. Hypothetically, if Mitchell agreed with Aquinas's ultimate decision, they would still have relatively different reasoning because they came from vastly different contexts. One cannot analyze if Mitchel considered this when he interpolated his answers.
2) The student’s historical role was bound to a historical context established by secondary and/or primary sources.
N/A
3) Student demonstrated the ability to “distinguish between past perspectives and to shift from one another from a relatively detached point of view”
N/A
4) Student incorporates historically relevant evidence and facts.
4- Mitchell did correctly incorporate the historically relevant evidence and facts from the lecture.
STUDENT SAMPLE 2: ARIEL
Analysis for Historical Imagination:________________________________________
The below criteria are rated on a scale of 1-5 and included narrative explanations.
1= being did not demonstrate the skill
5= being exceeded expectations in their ability to demonstrate the skill.
1) Students demonstrated the historical imagination concept of re-enactment.
5- Ariel clearly adopted the role of St. Thomas Aquinas. Not only were all her answers in accordance with Aquinas’s own beliefs, she also integrated a formal tone of voice. For example, “The Ideal Government is a feudalistic monarchy depicted in the great chain of being. God has absolute power over the system for he is the ruler of the universe and the perfect example of goodness.”
All of my traditional, ‘high achieving’ students were able to interpret the goals for this assignment in a similar way. Both Ariel and my other high A-student in the class, Mathew, clearly adopted the voice and perspective of Aquinas. While I am excited that they were enthusiastically tackling the assignment, I also want role-play and simulation assignments to also encourage my more reluctant readers and writers.
2) Students demonstrated the historical imagination concept of interpolation.
5- Ariel correctly interpolated all of the answers. She not only gave the correct basic answer, but she also elaborated in an appropriate way. She referenced god in all of her answers and provided additional reasoning that Aquinas himself may have used. For example in her second answer, Ariel argued, “Governments receive their authority from god. God has ultimate authority because he created and controls the universe.”
3) Students demonstrated the historical imagination concept of interrogation
N/A
Analysis for Historical Empathy:__________________________________________
The below criteria are rated on a scale of 1-5 and included narrative explanations.
1= being did not demonstrate the skill
5= being exceeded expectations in their ability to demonstrate the skill.
1) Students clearly adopted a historical role different their own perspective. Rate 1-5 and explain why (with evidence).
5- I gave Ariel an 5 rating because it was clear to me that she was adopting a perspective different from her own worldview. In a previous writing assignment, Ariel explained her own atheist perspective. So I knew that her own view provided a a stark contrast to Aquinas’s religious justifications.
This highlights another interesting issue in role-play and simulation assignments. When I analyze the assignments, I find that it is easy determine if the student adopted the perspective of another when I have known the student for some time and I understand their own worldview. However, I do not know if I could do this for all sixty of my students. I do not know the religious opinions of every single one of students. Therefore, I could only guess whether view was distinct from Aquinas’s view. However, gauging from the entire class’s reaction to Aquinas’s Five Proof during the lecture, I know that many students did not like his opinion.
2) The student’s historical role was bound to a historical context established by secondary and/or primary sources.
5- Ava used appropriate language and evidence in her answers.
3) Student demonstrated the ability to “distinguish between past perspectives and to shift from one another from a relatively detached point of view”
N/A
4) Student incorporates historically relevant evidence and facts.
5-Ava included all of the necessary historical evidence for each answer.
FULL GROUP ANALYSIS