Designed to encourage creativity and to foster a dynamic learning environment, this assessment sees students conduct an object analysis, drawing on a theorist of course relevance (in the case of LTCS3001, students choose one of 6 French theorist whose work is discussed in the course). Students choose an object, practice, or phenomena (for example a film, a building, a dance) and discuss this in relation to the theoretical perspective of their chosen theorist. The assessable output of this assessment is an A2 poster. Students must also effectively speak to aspects of their analysis during an exhibition style Q&A during designated class time in which students and staff circulate around the teaching space and in groups; students are divided into two or three groups and swap between addressing their own posters and examining others. This process creates dynamism and opportunities for peer learning. In addition to the quality of the textual and visuals aspects of their posters, students are also marked on their ability to demonstrate an in-depth knowledge of their chosen theorists and their subsequent analysis throughout their oral responses. Students are encouraged to ask questions about the posters that are of most interest analysis, drawing on a theorist of course relevance (in the case of LTCS3001, students choose one of 6 French theorist whose work is discussed in the course). Students choose an object, practice, or phenomena (for example a film, a building, a dance) and discuss this in relation to the theoretical perspective of their chosen theorist. The assessable output of this assessment is an A2 poster. Students must also effectively speak to aspects of their analysis during an exhibition style Q&A during designated class time in which students and staff circulate around the teaching space and in groups; students are divided into two or three groups and swap between addressing their own posters and examining others. This process creates dynamism and opportunities for peer learning. In addition to the quality of the textual and visuals aspects of their posters, students are also marked on their ability to demonstrate an in-depth knowledge of their chosen theorists and their subsequent analysis throughout their oral responses. Students are encouraged to ask questions about the posters that are of most interest to them.
Details
- CLASS SIZE
- 20-40
- CLASS LEVEL
- Third year
- ASSESSMENT SECURITY
- Medium security
- TIME REQUIREMENTS
- Medium time
- GRADUATE ATTRIBUTES
- Effective communication skills, Independence and creativity
- CONDITIONS
- Peer-assessed, Sequence
- TAGS
- presentation
Advantages
This assessment encourages quality teaching and learning by promoting an active, dynamic learning environment. This assessment develops skills in design and multimodal (visual, textual, and oral) communication. This assessment requires an academically rigorous engagement with discipline specific theories, while also proving opportunities for creativity, peer learning, and active learning –it is therefore widely transferable to all HASS courses.
Challenges
Students are required to pay for the cost of printing posters, in some courses this may raise equity concerns – direct students to student discounted printing services on campus.
Tips for implementation
Provide a peer assessment sheet to students, that they can fill in as they visit each poster, with a space for comments on the quality of the explanation and the visual presentation.
How it supports academic integrity
The conversational aspect of this assessment ensures that students have a sound understanding of their work being submitted – this may discourage students from outsourcing their work. Additionally, students must submit a PDF of poster via TurnItIn.
Dr Juliana De Nooy
j.denooy@uq.edu.au
Dr Juliana DE NOOY's research interests include intercultural narratives and travel literature (esp. Australia/France); intercultural communication (esp. intercultural pragmatics and ICC pedagogy); computer-mediated communication (esp. intercultural); twins and doubles in contemporary literature and culture; theories of identity and difference.
Juliana completed a doctorate in literary theory at the Université de Paris 7 (Jussieu). She taught at the Université de Paris 10 (Nanterre) and the Université de Technologie de Compiègne before returning to the University of Queensland where she is a Senior Lecturer in French. She has published books on Derrida and Kristeva (1998), on twins in contemporary literature and film (2005) and on intercultural communication on Internet discussion sites (with Barbara Hanna, 2009). Her current project investigates memoirs by Australians living in France. Find out more