Date of Award

Spring 3-28-2024

Document Type

Thesis

Degree Name

Master of Arts in Classical Studies

Thesis Advisor

Anita Simpkins

Committee Professor

Christopher Butynskyi

Abstract

This research endeavor seeks to explore how to assess a classically educated student. A classical Christian education differs from modern education, and the evaluation of the student must differ. This research focuses on determining how a classical student could best be assessed using strategies already proven by educational research. Overall, there needs to be more tools to equip a classical educator to evaluate students, and the existing tools need to be supported by research. This research seeks to give sound evidence to develop a potential method of classical assessment to measure a student’s academic growth that could be utilized by a classical homeschool educator, small community, or class setting.

Research for this effort was conducted in three general areas: the aims of classical and modern education, the historicity of assessment and its current status, and an analysis of alternative assessments supported by peer-reviewed academic research that aligned with classical education's aims. Theological considerations are included to expand the use of the assessment tool to include classical Christian education in addition to classical education. While there are anecdotal samples of the proposed classical assessment tool and how it could be used, they have yet to be formally tested.

Research determined that a classical assessment tool that utilizes best practices in modern assessment methods and classical pedagogy could be developed. The resulting tool addresses cognitive growth through the progression of the classical trivium, educating all aspects of human nature, and developing virtue.

This proposed tool could be of great value for classical educators in developing assessment criteria for students for the purpose of evaluation. The proposed tool could substantiate a learner’s growth and be transitioned to a grade for a transcript without relying on multiple-choice tests. Further research would need to be conducted to test for congruency of its use when translated to grades on transcripts. Do the resulting grades correlate with the performance of traditionally taught peers? Additionally, opportunities exist to train classical educators in developing and writing criteria using this model.


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