Designed to encourage critical thinking and reflexivity, this task sees students assume disciplinary specific roles as part of a peer-review process that requires giving and receiving constructive criticism related to a written piece. For example, in DRAM3102, students work in pairs, as both Dramaturgs (a person in the theatre industry who assists in research and development of plays and provides critical feedback to playwrights) and Playwrights. Each student produces a short piece of written work specific to their disciplinary context which is read aloud in dedicated class time. Following this, each pair collates and summarises their feedback given during the in-class readings, which partially informs a written review of the draft. Students then generate a peer-review report of approximately three pages for their partner. The report should contain detailed feedback on their partner's draft and offer specific recommendations for improvement. As well as providing personalised textual analysis and suggestions, students refine their skills in professional communication and constructive critique as part of this task. This technique can be usefully be applied to any context in which assessing critical thinking, encouraging collaborative idea-building, working effectively in professional relationships, and communicating effectively is dereview process that requires giving and receiving constructive criticism related to a written piece. For example, in DRAM3102, students work in pairs, as both Dramaturgs (a person in the theatre industry who assists in research and development of plays and provides critical feedback to playwrights) and Playwrights. Each student produces a short piece of written work specific to their disciplinary context which is read aloud in dedicated class time. Following this, each pair collates and summarises their feedback given during the in-class readings, which partially informs a written review of the draft. Students then generate a peer-review report of approximately three pages for their partner. The report should contain detailed feedback on their partner's draft and offer specific recommendations for improvement. As well as providing personalised textual analysis and suggestions, students refine their skills in professional communication and constructive critique as part of this task. This technique can be usefully be applied to any context in which assessing critical thinking, encouraging collaborative idea-building, working effectively in professional relationships, and communicating effectively is dereview report of approximately three pages for their partner. The report should contain detailed feedback on their partner's draft and offer specific recommendations for improvement. As well as providing personalised textual analysis and suggestions, students refine their skills in professional communication and constructive critique as part of this task. This technique can be usefully be applied to any context in which assessing critical thinking, encouraging collaborative idea-building, working effectively in professional relationships, and communicating effectively is desired.
Details
- CLASS SIZE
- 20-40
- CLASS LEVEL
- Third year
- ASSESSMENT SECURITY
- Medium security
- TIME REQUIREMENTS
- Medium time
- CONDITIONS
- Work-related
- FEATURES
- Authentic
- TAGS
- review, editing, collaborative learning
Advantages
Students receive feedback throughout the semester and feel supported. Offers an experience of professional relationships that replicates what would be encountered in industry contexts and therefore applies theory applies theory beyond the classroom.Readily transfers within and across disciplines in which working in interprofessional teams is required.
Challenges
Coordinators may need to assist in managing problems arising between students. This could be mitigated by the addition of a conflict management/resolution component in the coursework and marking matrix.
Tips for implementation
This form of authentic assessment works best with course coordinators experienced within the industry so as to advise on the specific review process being emulated.
How it supports academic integrity
The peer-review report requires students collate and build upon personalised feedback given during class time, making this a difficult task to outsource. Academic integrity is encouraged through a peer learning approach that focuses on building positive collegial relationships. Students become invested in offering worthwhile feedback to their partner as part of a reciprocalreview report requires students collate and build upon personalised feedback given during class time, making this a difficult task to outsource. Academic integrity is encouraged through a peer learning approach that focuses on building positive collegial relationships. Students become invested in offering worthwhile feedback to their partner as part of a reciprocal task.
Associate Professor Stephen Carleton
s.carleton@uq.edu.au
Stephen is a Brisbane-based playwright and academic. His plays have been produced across Australia and won awards including the Griffin Theatre Award (2015) for The Turquoise Elephant, the Matilda Award for Best New Australian Play (2017) for Bastard Territory, and the Patrick White Playwrights’ Award (2005) and New Dramatists’ Award (2006) for Constance Drinkwater and the Final Days of Somerset. Those plays and others including musical Joh for PM (2017, with Paul Hodge), and The Narcissist (2007), have been shortlisted for a range of awards including the Patrick White Playwrights’ Award, the Queensland Premier’s Drama Award, Queensland Literary Awards (Drama), and two AWGIEs.
His main areas of theatre research at present are in c21st Australian playwriting, and the intersections between Gothic drama and Eco-criticism, where he has written the first two of a propsed trilogy of 'cli fi' plays. He has published on the Australian Gothic, and extended this area of interest into Ireland, the UK, the USA, Canada, South Africa and New Zealand. He has a background in Postcolonial drama, Australian Drama (from c19th melodramas to c21st playwriting), Spatial Inquiry (focussing on the Australian North), and Cultural Geography. He is also co-creator of the Cultural Atlas of Australia with his colleagues Prof. Jane Stadler and A/Prof. Peta Mitchell. Find out more