This technique uses a PBL (problem-based learning) approach to encourage critical thinking and judicial engagement with key sources to solve a discipline-specific problem scenario or question. One week before a dedicated class students are provided with several potential problem-based exercises through Blackboard, but are randomly allocated a question on the day of the in-class assessment. A hypothetical question or problem is presented that engages with key content and provocations from the course material, to which students are required to propose a solution. As part of this task students are expected to express an understanding of lecture content and reading material and apply this knowledge to a specific task within a strict timeframe. They must also
review
evidence, utilise prior knowledge and/or identify and overcome gaps in their knowledge by engaging relevant material beyond the course content using web resources at their availability. Students complete this assessment using the computer facilities available in Collaborative Teaching and Learning rooms. In CRIM2200 students are asked to either complete this task individually (by way of a 1500 word
written
, referenced response, uploaded to Turnitin) in 90 minutes; or in groups of 4 (by preparing a 10-15 minute
oral
PowerPoint
presentation
, including references) in 45 minutes.
Advantages
Students can develop and demonstrate critical thinking, creativity and problem solving abilities, individually or in groups (allowing for diverse learning styles). Where
group work
is a focus, this condensed assessment can alleviate traditional challenges of group work (e.g. equitable contribution). Provides incentive for students to attend class and engage with course material, which has positive implications for engagement and retention. Fosters transferrable skills such as the ability to provide a solution to a problem within a set time frame, as well as
written
communication skills in clarity and concision.
Challenges
It can be a challenge for staff to generate contemporary, relevant problems, and update these appropriately. This technique does not provide flexibly as it takes place during a designated in-class period.
Tips for implementation
Staff should keep abreast of contemporary disciplinary issues and provocations to ensure the relevance of the problem-based exercise. This requires continued engagement with appropriate sources and media.
How it supports academic integrity
This is an in-class, identity-verified assessment. The questions being set are changing so as to remain contemporary and contextually specific, therefore there is little possibility that student can engage in misconduct such as using the work of previous students.
PLEASE NOTE: The academic integrity information displayed on this page is currently under review. Some examples and descriptions were developed before the widespread availability of generative AI tools and may not reflect current approaches to assessment security. When adapting an assessment idea, staff should consider how the design supports authorship, verifies student achievement of learning outcomes, and mitigates inappropriate use of AI and other forms of academic misconduct.
