Initially developed within the context of education, specifically indigenous education, this assessment was explicitly designed to embed (both practically and pedagogically) indigenous ways of knowing, being, and doing within this assessment framework. With this mind, this assessment adopts a reflexive, dialogic, relational approach to assessing students' knowledge and competencies. This assessment sees students prepare and deliver a 5 minute PowerPoint presentation to the teaching team. Following these, the teaching team discuss presentation with students and engage in further discussion about their overall learning experiences. In EDUC2090 students are asked to reflect on elements of their most significant learning throughout the duration of the course (personally, politically, and pedagogically) in relation to the indigenous education space. When completing this assessment, students are expected to (1) make reference to lecture material, workshop activities and content, key theoretical concepts and critical literature covered in this course and (2) demonstrate critical depth and engagement in terms of their learning across the semester. This is a summative assessment that takes place at the end of the semester so as to assess students overall competencies and learning outcomes.
Details
- CLASS SIZE
- 20-40
- CLASS LEVEL
- First year, Second year, Third year, Post-graduate
- ASSESSMENT SECURITY
- High security
- TIME REQUIREMENTS
- Medium time
- GRADUATE ATTRIBUTES
- In-depth knowledge in the field(s) studied, Effective communication skills
- CONDITIONS
- Identity verified
- TAGS
- presentation, reflective/reflexive
Advantages
Encourages meaningful interactions between students and staff as well as a meaningful engagement with course content. Fosters skills in oral communication, as well as the ability to reflexively and critically engage with the field of study, thus mapping onto key graduate attributes. Well-suited to courses that require students to critically and personally reflect on complex (political, theoretical, or pedagogical) issues.
Challenges
As this assessment ideally takes place during end of semester examination periods, scheduling in large class sizes can be difficult. Coordinators should plan the administrative elements of this assessment in advance and liaise with administrative staff where necessary.
Tips for implementation
Students should be encouraged to speak openly and invite constructive and critical responses from peers, to further facilitate collegiate discussion.
How it supports academic integrity
This assessment requires students to speak in situ to personal, reflective aspects of their learning and/or their engagement with course content. The focus and structure of this assessment mitigates against possibilities of outsourcing and plagiarism.
Associate Professor Liz Mackinlay
e.mackinlay@uq.edu.au
Elizabeth (Liz) Mackinlay is an Associate Professor in the School of Education at the University of Queensland where she teaches Research Methods, Gender Studies and Arts Education. She holds a PhD in ethnomusicology from The University of Adelaide and a PhD in education from the University of Queensland. Her book, Teaching and learning like a feminist: Storying our experiences in higher educationwas published by Sense Publishers in 2016 and together with Briony Lipton, co-authored the 2017 Palgrave publication, We only talk feminist here: Feminist academics, voice and agency in the neo-liberal university. Her most recent book, Critical writing for embodied approaches: Autoethnography, feminism and decoloniality is due for publication by Palgrave in 2019. In 2007 she published her Education PhD as a book, Disturbances and dislocations: Teaching and learning Aboriginal women’s music and dancewith Peter Lang and has co-edited a number of books since then including Musical islands: Exploring connections between music, place and research (2009), Applied ethnomusicology: Historical and contemporary approaches (2010), The Routledge international handbook of intercultural arts (2015).
Liz is currently involved in a number of research projects which include "In-sister: reading and writing with Helene Cixous", decoloniality and education, critical autoethnography as heartline work, and feminism in higher education. She has professional associations with the Australian Women’s and Gender Studies Association, the Australian Association for Research in Education, the Association for Qualitative Research, and Contemporary Ethnography Across the Disciplines. Find out more