Assessment as a key learning and teaching tool: A case study using a Business Communications course

Nishani Singh and Edward Palmer
University of Adelaide

Keywords: assessment; learning; course design

Background: The Business Communications course at the University of Adelaide provided the opportunity to rethink course design and teaching practice, taking into account the learning and adaptation needs of Postgraduate English as Additional Language (EAL) students. Priority was given to integrating assessment into the course in such a way that students and teachers would be able to obtain information which would drive students' learning and teacher teaching.

Methodology: The goals of the course were compared to the perceived needs of the students as identified by a needs analysis conducted amongst students, staff and industry representatives. The key academic areas of oral presentation skills, reading, critical analysis, teamwork and interactive discussion skills were highlighted. Assessments were designed to instruct and develop student competency in these areas. As the assessments were designed to provide a smooth and logical transition through the course, it was decided to implement the unusually large number of 10 assessments throughout the course. These assessments ranged from assessing oral presentation skills and measuring essay writing skills to the ability to function effectively as a group member. There was no end-of-year examination.

Results: Rubrics for assessing writing, reading interpretation; oral presentation; academic discussion and group work were developed. These provided students and teaching staff with a clear definition of the requirements of each assessment. Students were also provided with suggested step-by-step guides to complete the assessments. These guides were developed to further emphasise the aims of the Business Communications course as well as students' postgraduate programs into which they were enrolled. Student and staff impressions of the large number of assessments and the logistics of managing such a large number will be reported at the conference.

Conclusion: Although not common practice for a number of reasons, some of which are beyond teacher control, building assessment into the course design resulted in a course with goals and criteria for success built seamlessly into the assessment.