Created with the aim of providing regular, meaningful feedback on learning, this assessment requires students to write 10 short blog post that demonstrate either content knowledge or skills relevant to the teaching context. When administered in the context of language learning courses (such as GRMN3120) students are required to produce blogs in the language being taught and are marked on both their linguistic proficiency (overall expression, grammar, syntax etc.) as well as intellectual content and how well students substantiate their positions. Of the 10 blogs submitted throughout the semester, students receive feedback for five of these (this could increase depending on additional availability of support staff/enrolment numbers); they then have the opportunity to incorporate this feedback into their work before being marked. In the case of GRMN3120, blog posts were submitted via the blog function in Blackboard and were available to both staff and peers, proving opportunities for collaborative learning and peer benchmarking. This format and mode of submission allows students to produce written content for intended audiences beyond just teaching staff, and for purposes beyond assessment. To this end, students could also be required to publish blog posts on publicly available platforms; providing additional incentive to produce high-quality content.
Details
- CLASS SIZE
- 20-40
- CLASS LEVEL
- Third year
- ASSESSMENT SECURITY
- Medium security
- TIME REQUIREMENTS
- Medium time
- GRADUATE ATTRIBUTES
- In-depth knowledge in the field(s) studied, Effective communication skills
- CONDITIONS
- Sequence
- FEATURES
- Authentic, Online
- TAGS
- scaffolded, blog, feedback-rich
Advantages
Provides early, regular feedback to students which they can incorporate into subsequent work in meaningful ways. Provides an incentive to attend class as blog posts must align with weekly topics and in-class discussions. The focus on meaningful, regular feedback makes this assessment transferable to all HASS courses.
How it supports academic integrity
This assessment requires students to respond (at least partially) to class discussions; this may reduce possibilities of outsourcing as it requires tutorial attendance.
Dr Stephan Atzert
s.atzert@uq.edu.au
Dr Stephan Atzert is Senior Lecturer in German Studies in the School of Languages and Cultures. To date Dr Atzert has contributed two monographs to the study of the reception of Schopenhauer's philosophy. His first book Schopenhauer in the works of Thomas Bernhard. The critical appropriation of Schopenhauer's philosophy in Thomas Bernhard's late novels was published in German in 1999 (Rombach). Since then, Dr Atzert contributes to the international scholarship on Schopenhauer with journal articles and book chapters, with a focus on Schopenhauer's role in the development of psychoanalysis and for the understanding of Buddhism in Europe. His second monograph in German In Schopenhauer's Shadow (Königshausen & Neumann 2015, 209 pp) investigates the role of Schopenhauer's philosophy in the writings of Friedrich Nietzsche, Paul Deussen and Sigmund Freud. At present (2019) he is developing a monograph on K.E. Neumann's reception of Schopenhauer in his translations of the Pali discourses into German.
Literary authors on which Dr Atzert possesses specialist expertise include Thomas Bernhard and Heiner Müller. Supervision interests other than those related to the areas of expertise referred to above include the work of Th. W. Adorno and the Frankfurt School, the German student movement and the Red Army Faction. Find out more