Tweaking the assessment


La Candelaria neighbourhood, Bogotá, Colombia


I haven’t made major changes to the assessment for the flipped learning experiment as it has to conform to the generic assessment tasks across the other nine related Contemporary Society subjects within the BA International Studies. The assessment for this subject has three components: one essay, a closed-book test, and a ‘cultural case study’. The changes I have made mean each assessment now has a formative (and summative) part:

A1. Essays will have a whole tutorial devoted to essay writing techniques as a part of formative learning.

A2. Students will generate the questions for the closed-book test through tutorial discussion of lectures and set readings. We will all then agree on 10 broad questions, 4 of which as coordinator I will choose for the test. Students will then answer the 2 they think they can best respond to. This does away with a totally open, broad set of possible questions (counter-productive with induced stress), but also does not give students the precise question list before the test.

A3. For the ‘cultural case study’, students conduct independent research on a cultural theme of their choice. They will however no longer present their cultural case studies during the tutorials, as those presentations have traditionally eaten up most of the discussion and workshop time. Instead, students will post this assignment in an open forum on UTSOnline.


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