Focused on applying theory beyond the classroom, this assessment sees students participate in
online discussion
forums in the form of short (300 word) posts on news websites. Students can respond to any news
article
(or existing comment) and are encouraged to choose topics that are of interests or that draw on cross-disciplinary areas of expertise. This assessment encourages students to engage in authentic modes of communication beyond academic writing done purely for the purposes of assessment. These posts should be persuasive and argumentative, demonstrate knowledge of course content and theories, and adhere to the linguistic and stylistic conventions of the discipline of delivery. Students are marked on the quality of their critical thinking and engagement with course concepts, and on their ability to consider the posts intended audience. This assessment has been successfully used in FREN3116, where students are required to create discussion posts in the language being taught. When delivered in language courses, students additionally develop abilities in intercultural communication and discussion.
Advantages
Encourages the application of theory beyond the classroom through engaging students in real-world discussions of disciplinary relevance. Develops effective communication skills and ethical and social understanding by requiring students to appropriately and ethically engage in online discussions. While this assessment has been successfully used in Language courses to authentically develop linguistic skills, this assessment can be transferred to course to authentically develop skills in communication and in-depth disciplinary knowledge.
Challenges
Requires access to a computer and the internet - direct students to on-campus resources and computer labs if required. Some students are hesitant to go beyond the safety of the classroom and engage in real-word contexts – emphasise the value of genuine communicative modes for developing skills and knowledge
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.
