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.
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.
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.
