This assessment item is a hurdle in the course.
Each student is required to a short individual oral presentation (4 minutes) on a character or theme as presented in the course text “Petit pays” by Gaël Faye. A list of possible characters/themes is posted on Blackboard a few weeks in advance of the assessment.
The aim of the brief presentation is to show that students have understood the text and its main themes. In the presentation, students are encouraged to make connections between “Petit pays” and other materials studied in the course of semester (“La Bataille d'Alger,” “Aïcha”, documents from the FREN3113 Dossier de lectures etc.) and to think about how the person/theme chosen links to greater questions such as integration, racism, religion, class, gender, education, trauma, childhood and adolescence etc.
After the presentation, the student will then answer questions from the examiners on the text and related topics.
In both the presentation and discussion afterwards, students can display their knowledge of the material and broader topics covered and also their skills in reasoning and argumentation in French.
If this assessment takes place via Zoom, students must have their camera turned on and their faces clearly visible.
This assessment item aims to bring students to the B2 level in speaking which requires them to interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible, and to take an active part in discussion in familiar contexts, accounting for and sustaining your views.
Details
- CLASS SIZE
- 20-40
- CLASS LEVEL
- Third year
- ASSESSMENT SECURITY
- High security
- TIME REQUIREMENTS
- Low time
- CONDITIONS
- Identity verified, Hurdle
- FEATURES
- Online
Advantages
This assessment asks students to speak with spontaneity in French, thus replicating skills they will need to converse in French. They are expected to show their knowledge of course content and reproduce vocabulary and structures learnt in the course of the semester. Students’ live demonstration of their ability to speak spontaneously provides an authentic and accurate assessment of their abilities. As an oral presentation it is able to be marked quickly.
Challenges
Potentially, if there are problems with wi-fi or the Zoom feed.
Tips for implementation
Only the spontaneous component of the assessment (the student’s answers to staff questioning) meets the requirements for identity verification. Therefore, ensure that this component is marked separately from the presentation and that a sufficient percentage of the final grade is assigned to this component.
Learning outcomes
Understand written and audiovisual texts about the Algerian war and the French-Algerian community in France and show awareness of the historical context. 2. Express ideas about the course topics in clear and accurate French 3. Demonstrate appropriate speaking strategies when presenting and defending your point of view. 4. Express yourself orally in French with increased spontaneity.
How it supports academic integrity
This task is partially identity verified. That is, whilst the presentation could be potentially outsourced, the questions asked of the student after the presentation are spontaneous so answers can not be prepared in advance. As students are not aware of their specific questions prior to the assessment there is no opportunity for collusion with other students.
Students are required to show their faces on Zoom.
Authentic learning characteristics
Skill replication
Dr Joe Hardwick
joehardwick@uq.edu.au
Dr Joe Hardwick's research interests include: French cinema; French "existentialist" literature; narrative theory; queer theory; and cultural studies.
His current research projects include:
• Mobility, marginality and identity in le jeune cinéma français
• The representation of gay and bisexual male characters in French cinematic love triangles
• The transition from secondary to university French
He also teaches courses in French language, cinema, literature and cultural studies Find out more