Putting the case: campaigning documents as assessments on vocational degrees

As a tutor and validation panel member on vocational degree courses, I’ve noticed a rise in the number of “campaign-based assessments” across many curriculum areas.

Campaign-based assessments task students with making the case for something – in the same way that campaigners promote a certain agenda. Such assignments can take many forms – students might be asked to develop strategies to encourage safe conduct in a particular workplace; to influence or shift people’s behaviour to improve health outcomes; or to raise awareness of societal concerns that need supportive action through charitable donations.

• What does good assessment look like online?
• Rethinking assessment in line with the changing world of work
• Assessing your assessment: creating inclusive and meaningful assignments

Reasons for using campaign assessments

Traditional humanities and social sciences degrees aim to develop and test students’ ability to conduct reasoned arguments. But for many vocational courses, the traditional mode for presenting such arguments, the essay, is not fit for purpose. These courses require assessment on a range of interpersonal, transferable and communications-based skills.

Extracurricular activities and facilities that support the development of argument skills in established universities, such as debating societies, may not be available at some vocational higher education institutions, especially non-residential community further education colleges.

Yet almost every vocational degree requires analysis of the relevant legislation, regulations, standards and guidelines relating to the sector or profession that the course represents. This means any assessment should be designed to test the application of these desired learning outcomes.

Campaign-based assessments not only require the development of a “case” or “argument” but also challenge students to apply analytical, critical thinking and communication skills to designing and delivering that case in such a way as to achieve the desired impact.

We should note here that the term “vocation” does not just mean related to practical employed work but also extends to an individual’s commitment and strongly formed values pertaining to the role or profession concerned.

Making campaign assessments work in practice

Campaigning assessments can vary in format and design reflecting a range or blend of substantive documents and activities to test different skills and learning outcomes:

• Posters and poster presentations
• Guidance booklets, leaflets and pamphlets
• PowerPoint presentations
• Policy documents or reports
• Viva voce, oral pitch plus Q&A
• Web page design
• Round-table discussion with campaign or policy sheet at centre.

Combining assessment formats

Poster creation, already frequently used in modern degree assessment, can be easily combined with text captions of varying lengths or a live presentation, testing students’ ability to build a case with compelling evidence and communicate it effectively. Peer or tutor Q&A for the latter can bring in the beginnings of debate.

Poster presentations with real-time questioning and assessment feedback proved effective in social work degrees with regard to students highlighting and explaining family issues, as explained in a case study by Anglia Ruskin University’s Jane Akister for Advance HE.

Such assessment formats work well in combining a range of generic skills with the effective construction of an argument.

Testing different learning outcomes

For more sizeable work, there may be duality of format and target audience. For example, a student creates a PowerPoint presentation designed for public campaigning and a text document for scrutiny by experts, regulators and policymakers in the field. The latter format brings in policy criticality, application of theory and the use of literature or evidence, meeting many types of stipulated module learning outcome.

Students’ ability to understand both or various sides of an argument can be developed by combining the campaign-based task with space for reflection, undertaken following the peer or tutor Q&A and initial feedback.

Professional skills development

Campaign assessments encourage students to explore the relevant sector or professional environment and values as well as honing their communication skills, thereby preparing them to play an active role in any associations or representation bodies linked to their profession such as the Royal College of Nursing or Chambers of Commerce.

Assessment for diverse student groups

Campaigning assessments that involve group work may be more effective when there is socio-economic, demographic and prior learning diversity in the student cohorts. This is often the case within vocational education, where widening participation often means a more even mix of non-traditional mature learners, vocational further education completers and students leaving school with A levels.

Individual students’ lived experiences, their introductory practical know-how and their engagement with theory and social context are all important in shaping campaigning assessments. This gives students more options in terms of the information or insight they can contribute and thus can be a strong catalyst for peer learning.

Campaigning assessments offer a creative, inclusive and practical way for students to apply and demonstrate their knowledge and skills and, as such, should continue to be developed across many courses.

Campaign assessment case study

Below is an example of a “manifesto for business” assessment on a business environment module at the start of a pre-management business studies degree. The scope for scaffolding or signposting the supporting content required alongside the policies is substantial. This could also be easily adapted to other disciplines and topics or to focus on particular business sectors or geographies.

Business Environment Assessment

Group presentation and supporting group report

Task: Manifesto for Business

• Select two/three aspects of the policy environment of business that you would wish to change.
• State and briefly explain these policy changes, including any changes to existing legislation.
• Illustrate how and why these policies would help business. If particular industries/sectors – please clarify.
• Highlight and explain the relationship of these policy changes to political/economic ideologies.
• Select at least one business-relevant lobby group to support your recommended changes. Explain your choice.
• Which part(s) of the UK political system would you seek to persuade, to achieve your changes? Illustrate and explain your selection here.
• Comment on how these policy changes might be viewed by society with regard to environment, sustainability, corporate social responsibility and ethics.
   

Russell Woodward is a business degrees tutor at the University Centre, Grimsby: The TEC Partnership.