Link to What's New ThisWeek Index of Files and Links on Authentication and the Discourse of Disbelief

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Subjective Authentication

California State University, Dominguez Hills
University of Wisconsin, Parkside
Created:July 6, 1999
Reviewed: September 16, 2002 Latest update: June 9, 2004
E-Mail Faculty on the Site.

Index of Files and Links on Authentication of
Identity and of Disbelief
  1. Site Teaching Module: Essays and Study Notes

  2. Site Teaching Module: Discussion Questions, Activities, Key Concepts and Self-Tests (True/False)



Older Index, not yet transferred. September 16, 2002.

The Gifts of Hierarchy and Our Comfort with Labelling
See also Motivating Students without Grades and
The Academy and the Corporation
The Cost of Hierarchy and Our Rage with Labelling
Reviewers Tend to Ignore Dog Letters
See also: Letters of Recommendation - How To
Forms and samples for teachers and students to share.

Technology and Classroom Authority
Teaching to and authenticating competence.
Link added on June 27, 1999.

Authentication and the Discourse of Disbelief: "Here Be Dragons"

Authentication as an Interactive Project
Forms to Guide Us Through Interactive Measures
Functional Illiteracy as a Source of Disbelief

Collalborative Learning: Higher Education, Interdependence, and the Authority of Knowledge
second edition, Kenneth A. Bruffee. Bruffee "identified [a] new understanding
of learning as an interdependent, collaborative enterprise[, one] that . . . poses a
challenge that college and university education can no longer afford to ignore."
Link added on June 28, 1999.

Avatars of the Word
James J. O'Donnell's web page on Avatars
"[T]eaching is always a kind of wilderness survival training . . ."
Find that quote on New Tools for Teaching; speak to the tiger.
Link added June 22, 1999.

Links to Literature on Authentication

Ravenna Program on Largest to Smallest
This program from the National Institute for Literacy Links has a
Cheat Mode which provides the answer if the student wants that support.
Take a look at this training test for the GED. And note that Kent State
doesn't take itself so seriously that it can't recognize the need not to frustrate
the learner. We need to take that into account in our authentication of
learning, don't we? Some of us prefer to move forward only when
we are sure-footed. Link added June 28, 1999.



Authentication and the Discourse of Disbelief: "Here Be Dragons"

Sara Scott (1998) 'Here Be Dragons: Researching the Unbelievable, Hearing the Unthinkable. A Feminist Sociologist in Uncharted Territory'
Sociological Research Online, vol. 3, no. 3, http://www.socresonline.org.uk/socresonline/3/3/1.html

Annie Huntington (1999) 'A Critical Response to Sara Scott's 'Here be Dragons: Researching the Unbelievable, Hearing the Unthinkable. A Feminist Sociologist in Uncharted Territory' '
Sociological Research Online, vol. 4, no. 1, http://www.socresonline.org.uk/socresonline/4/1/huntington.html

These two papers, on the issue of ritual child abuse and whether or not it can be shown to actually exist, tangle with the modernist idea that there is somewhere a "truth," and that within the context of that truth personal narratives are either true or not true. Separating out the researcher from the participant from the survivor from the feminist from the academic puts all the questions we consider on postmodernism on the table. The papers are worth reading. jeanne Links added June 22, 1999.

The relevance of the two papers to this section of our site is the issue of authentication. There is a "discourse of disbelief" surrounding the claim that today's student is as honest, as hard-working, as motivated, as committed to the community as those of the more traditional student populations of twenty to thirty years ago. Soon we will put up another section of the Narrative of Learning Identity that will focus on this "discourse of disbelief." So, here also be dragons, and perhaps ones that it matters more that we slay, and soon.

For the dragons of disbelief in the narrative of learning identity, see



Links to Literature on Authentication

  • These links are for your perusal. They are going up in early summer, and we have not had the time to hunt through them for theoretical and practical pieces we can synthesize into our work. This is a good opportunity for you to try some cross-disciplinary sleuthing for ideas we can use. jeanne and Susan

  • Holistic Critical Thinking Scoring Rubric
    I hate stuff like this because it is so positivistic, so determined to categorize, and make us fit. I don't disagree with the elements they are identifying, but those elements don't just occur like vegetables you throw into a soup pot. That doesn't mean you may not find the spark for a creative alternative way to express what you are learning. Give it a chance. jeanne
    Link added June 25, 1999.

  • Critical Thinking: What It Is and Why It Counts
    by Peter A. Facione, Dean of the College of Arts and Sciences, Santa Clara University
    A paper for students, according to Facione, and I agree. Good technique. Asks you to explore ways to conceptualize. If you struggle with this a little, I think you can find some phrases that might help you communicate what you've learned. For example, the use of paradigm cases, cases that exemplify the category you're trying to conceptualize, in this case, "critical thinking" or "offensive violence." If you wanted to convey to me your grasp of a doctrine or theory, you could find somewhere in your experience, or experiences shared collaboratively, a few paradigm cases, cases that would exemplify your understanding of, for example, the importance of status offenses in girls' juvenile delinquency.
    Link added June 25, 1999.

  • Setting Expectations for Student Learning
    E. Jones, (Ed.), pre-publication draft. Cursory review suggests that we may find some categories for communication of learning here.
    Link added June 25, 1999.

  • Cal Press Resources
    Includes several PDF files. Link added June 25, 1999.

  • Cal Press Web Links
    Link added June 25, 1999.

  • Helping Students Assess Their Thinking by Richard Paul and Linda Elder
    Pretty general, pretty traditional, but might give you some ideas for testable hypotheses on communicating self-assessment. Remember that authentic assessment must be interdependent, so that you must find verifiable statements that reflect your own assessment. I know you like it when we've told you how well you've done, but when we're not there, you're going to have to remember to tell yourself.

  • More links to Assessment from the Awesome Library



Site Copyright: Jeanne Curran and Susan R. Takata and Individual Authors, September 2002.
"Fair use" encouraged.