As evidenced in the charts shown on the website, grades for the written editorial and the video editorial were higher than the grades on the vocabulary quiz. Perhaps the differences were because the project grades were based on meeting the authentic project objectives of the rubric. Since we walked through the project step by step as a class, it was not unusual for students to meet the objectives. My main goal in a project such as the video editorial was to have students realize the multiple ways of conveying a message along with the benefits of each. My main goal in the written editorial assignment is to have students understand the components needed in persuasive writing. My goal in the editorial cartoon was for students to understand how images can translate complex messages.

        The quiz grades form a capital U on the chart. I am disappointed at the editorial vocabulary assessment grades. The quiz was taken from a mere half page of notes. On Dr. Norton’s recommendation, I also phrased the questions of the quiz more in context of the situated learning that had occurred in class. Upon reflection of both these units, I am reminded of the description I offered in the Introduction/Overview section. The grades seem to break down into those two groups: those that want to take communications because they are interested in the content and those that are in the class because they did not want to take a foreign language high school level course. While I think the lesson was engaging enough for the majority of students to gain interest, I do not want to only dwell only on those that did not meet the level that I had hoped and thus minimize the growth and creativity that was accomplished by those students that took an interest and put forth effort.