This technique capitalises on a contextual, course-level approach to assessment by scaffolding three tasks to support progressive learning across a course delivery: an essay, an applied case study and presentation; and a reflexive written piece. In the context of COMU3222 these tasks seek to examine the conventions of effective public relations (PR) practice. As an introduction to critical thinking, students begin by constructing an essay that interrogates aspects of good and bad PR 'spin'. Based on subsequent feedback, and drawing on course content, students progress to consulting with their lecturer (in groups) to select a contemporary PR case study on which they will present a discussion and analysis. Finally, each student produces a reflexive written piece that documents their learnings from the previous two assessments. This scaffolded approach to assessment not only allows for students to improve upon the quality of their work based on recurrent opportunities for feedback, but additionally serves to promote overall participation (and potentially dissuade enrolment attrition) by emphasising the interconnectivity between each individual assessment.
Details
- CLASS SIZE
- 60-80
- CLASS LEVEL
- Third year
- ASSESSMENT SECURITY
- Medium security
- TIME REQUIREMENTS
- Medium time
- CONDITIONS
- Sequence
- TAGS
- essay, presentation, scaffolded, oral presentation, reflective/reflexive
Advantages
Supports diverse learning through a combination of written, performance/presentation and reflexive tasks. Hones critical and independent thinking (where students select topic of contemporary interest) whilst acquiring an in-depth knowledge in the field (by applying teaching content to empirical case studies). Transfers readily across disciplines, particularly those dealing in dealing in contemporary contexts or where combined written, spoken and reflexive practice is valued.
Challenges
Poor initial performance can dishearten some students. Care should be taken to provide sufficient and detailed feedback or consultations with students between each assessment item.
Tips for implementation
Staff should consider placing parameters around the topics students can select. Limiting choices to contemporary, local examples may reduce the likelihood of misconduct through plagiarism or outsourcing.
How it supports academic integrity
Serves to deter academic misconduct through a student-led process in which individuals select and navigate their own contemporary topics, and must demonstrate comprehension via written, performative and reflexive works. Multiple opportunities for staff consultation also deters academic misconduct.
Video
Associate Professor Eric Louw
e.louw@uq.edu.au