Developed as a means to cultivate applied oral communication skills and replicate authentic professional tasks, this assessment has students prepare and deliver a short project pitch to a hypothetical funding body of disciplinary relevance. In MUSC2310, students design a new application of music in a health and wellbeing context. To prepare their pitches students conduct a literature review as well as basic market research (if relevant), thus situating their project within contemporary scholarly and applied contexts. Pitches should include a concise project outline; aims and intended outcomes; merits and disciplinary significance; justification for endowment; and a detailed budget that itemises and adequately justifies each item. By engaging with this assessment students learn to articulate the benefits of original projects, products or research proposals clearly and succinctly. Students deliver their pitches in dedicated class time as part of a showcase at the end of semester. This task pairs well with a peer review assessment which allows students to develop skills in providing measured, constructive feedback. In addition to oral pitches, students submit their presentation slides and a 300 word reflection outlining their learning outcomes; group contribution; and a reflexive discussion of how their acquired skills and knowledge relate to their future employability.
Details
- CLASS SIZE
- 40-60
- CLASS LEVEL
- Second year, Third year
- ASSESSMENT SECURITY
- High security
- TIME REQUIREMENTS
- Medium time
- CONDITIONS
- Group
- FEATURES
- Authentic
- TAGS
- presentation, oral presentation
Advantages
The relevance of this task to student employability is made explicit through its authentic framework, and supplementary reflection exercise. Teaches skills in collaboration, project management and leadership, as well as proficiency in various modes of communication. This authentic assessment is readily transferred across disciplines and easily adapted to discipline specific scenarios (not necessarily limited to funding proposals).
Challenges
Group work can be problematic for some students. Staff should emphasise the importance of equitable contribution among all group members as well as the relevance of group work (including conflict management) in emulating a project team environment.
Tips for implementation
Dedicate class time to discussing group work processes and managing any conflicts.
How it supports academic integrity
This task centres on the cultivation of original and novel ideas, the misattribution of which is readily identifiable. As part of the collaboration process students also encourage integrous conduct among their group members, hence informal self-policing also assists in deterring academic misconduct.
Dr Mary Broughton
m.broughton@uq.edu.au
Mary is a percussionist and researcher in the psychology of music, which involves applying psychological science theory and methods to study human thought, feeling and behaviour in relation to music. Her research focuses on music perception and cognition, action and interaction through music performance, audience engagement and development, music in the early childhood period, and promoting individual and community wellbeing through active participation in music performance. As a percussionist, Mary has performed with orchestras such as the Queensland Symphony Orchestra and West Australian Symphony Orchestra, and has performed nationally and internationally as a chamber and solo musician. Mary established and currently leads the psychology of music program area at The University of Queensland's School of Music. Find out more