Developed in collaboration with Chris Adams, this assessment draws on PBL, a student-centred pedagogy in which students learn about a subject through the experience of solving open-ended problems. Students imagine they are a particular actor or stakeholder in responding to a real-world scenario (e.g. Presidential advisor, UN secretary general, or foreign minister) and as a group must formulate a (policy-oriented) response. It is expected that students prepare thoroughly for weekly workshops by engaging with readings. This formative assessment is marked as part of students' overall workshop participation. The focus here is not on accuracy per se, but rather on active and fruitful engagement in small-group discussions and the level to which students provided essential input to develop creative and innovative solutions in collegial spirit. Each group response is published to the rest of the class via Padlet, which serves as a tool for peer learning and a way to drive collegiate discussion. In the case of POLS2501 this assessment is paired with a policy submission in which students work in groups formed during workshops to elaborate on, and provide a more in-depth solution to, one of the weekly workshop scenarios.
Details
- CLASS SIZE
- 40-60
- CLASS LEVEL
- First year, Second year, Third year, Post-graduate
- ASSESSMENT SECURITY
- Low security
- TIME REQUIREMENTS
- Medium time
- GRADUATE ATTRIBUTES
- Effective communication skills, Independence and creativity, Ethical and social understanding
- CONDITIONS
- Group
- FEATURES
- Problem based
- TAGS
- active learning, collaborative learning, discussion prompt, simulation/role play
Advantages
Through engagement with applied disciplinary relevant issues, this assessment applies theory beyond the classroom. The workshop learning environment associated with this assessment encourages interaction between students as well as between students and teachers. This assessment fosters skills in collaboration and the ability to quickly produce outputs in a team environment – both of which have positive implications for student employability. This assessment is particularly well suited to policy problem-oriented classes. However, it has wide applicability to all HaSS courses that wish to combine conceptual and theoretical understandings with real life empirical issues and that seek to enhance both critical thinking strategies and domain knowledge.
Challenges
This assessment requires high levels of preparation prior to delivery in order to create appropriate scenarios – although time intensive initially, this assessment does not require high levels of time during delivery.
Tips for implementation
When writing scenarios it is important to find a balance between including sufficient information to warrant good discussion and student engagement, and not creating scenarios that are so dense that students are overwhelmed by the complexity of the issues raised. Provide students with a template when competing workshop activities (analysis of problem, proposal of potential solution, summation of advantages and disadvantages of solution). This helps students frame their responses to problems.
How it supports academic integrity
This assessment takes place in a dynamic, observed workshop setting. Additionally, scenarios are based on unique, contemporary issues – effectively reducing risks of outsourcing and plagiarism.
Associate Professor Jacinta O'Hagan
jacinta.ohagan@uq.edu.au
Ass. Prof. Jacinta O’Hagan of Director of the Graduate Centre in Governance and International Affairs in the School of Political Science and International Studies. A former diplomat with the Irish Department of Foreign Affairs, Jacinta O’Hagan has held prior appointments at the Australian National University and held visiting fellowships and affiliations at the University of Southern California, Massachusetts Institute of Technology, the University of Wales, Aberystwyth, and the European University Institute.
Her principal areas of teaching are international history, humanitarianism and culture in world politics. Her research and publications have focused the role of culture and civilizational in world politics and the politics of humanitarianism, including the role of non-state actors in humanitarianism, and humanitarian diplomacy. She has worked on collaborative projects on the relationship between digital media and political violence and the globalization of international society. Her most recent research and publication has focused on culture and humanitarianism in the Asia-Pacific, the cultural politics of the Responsibility to Protect, civilizational politics in international society. Find out more