Students imagine they are team of policy analysts in a government department who have identified the need for policy change. Students are encouraged to choose a policy area of interest (e.g. health, housing, or employment) and may write a policy submission proposing the introduction of a new policy; proposing reform, modification or abolition of an existing policy; or proposing the retention or expansion of an existing but threatened policy. Students contribute towards both group and individual sections of the overall submission. By working in groups students develop key professional attributes of collaboration and teamwork. In POLY3000 students receive an individual mark for the section of the group proposal they prepare, and a group mark for the elements of the policy proposal which is jointly prepared (each worth 35%). Additionally, students submit a peer mark to mitigate against an unequal distribution of workload amongst group members. By completing this assessment students learn to write in a range of (applied) written genres. This assessment is designed to build on academic understandings of policy and provide an applied, experiential understanding of policy discourse and practice. As such it is well-suited to upper level courses as students are moving towards areas of professional practice.
Details
- CLASS SIZE
- 40-60
- CLASS LEVEL
- Third year, Post-graduate
- ASSESSMENT SECURITY
- Medium security
- TIME REQUIREMENTS
- Medium time
- GRADUATE ATTRIBUTES
- Effective communication skills, Critical judgement
- CONDITIONS
- Group, Peer-assessed
- FEATURES
- Authentic
- TAGS
- scaffolded, policy document, applied writing, simulation/role play
Advantages
This skills-focused assessment enhances student employability by encouraging the application of theory beyond the classroom, as well as developing discipline specific skills in policy that many employers are seeking. This is an authentic assessment that builds on academic understandings, and that fosters communicative and collaborative skills. This assessment is well suited to the HaSS disciplines of Governance and Public Policy, International Relations, Social and Public Policy, or any other disciplines in which students are likely to enter public, government sectors or graduate programs.
Challenges
It can be difficult to manage group dynamics – It may be useful to reiterate to students that they can exert as much or little effort when completing the assessment, however their marks will be reflective of this.
Tips for implementation
Having some professional background in social policy and/or policy process can assist when implementing this task.
How it supports academic integrity
This assessment is combined with a series of formative exercises and dedicated time in-class for completing the task - thus minimising opportunities for outsourcing the task. Additionally one of the scaffolded tasks that students must complete is an oral presentation in which they must speak to the details of their specific topic – this means that the assessment is a least partially identity verified.
Professor Paul Henman
p.henman@uq.edu.au
Paul holds degrees in sociology, social policy, computer science and education. His main research interest is the nexus between social policy, administration and digital information technologies.
His research interests include: social policy; welfare state; welfare reform; e-government; the administration of policy; costs of raising children.
Social policy; electronic government; internet studies; costs of children; welfare state; living standards & wellbeing Find out more