From brief to broadcast: scenario-based IOAs in Public Relations and Communication

Teaching context Educator Name(s): Associate Professor Sean Chaidaroon Subject Name: Public Relations and Communication (MECM40006) Discipline: Communication Faculty: Faculty of Arts Year Level:Undergraduate Honours Class Size: Approximately 200 students Teaching Period: Semesters 1 and 2 Mode(s) of Delivery: On-campus (each week involves a one-hour lecture and a two-hour tutorial)

Overview of the IOA

Type: Artefact-based (written assessment) with assessor-led IOA. Individually assessed.

Background and Rationale

The IOA, featuring a scenario-based group activity, was introduced to replace the traditional 15-minute oral presentation and case study report. In this innovative format, students assume the role of a spokesperson for an organisation facing a public relations (PR) crisis. This approach was selected to simulate real-world situations that students are likely to encounter in their future careers, enabling them to apply their theoretical knowledge of crisis communication in a practical setting.

The assessment is designed to enhance students' ability to manage crisis situations ethically and effectively, engage with stakeholders, and respond to media inquiries. By providing a more authentic and dynamic learning experience, the IOA better prepares students for the real-world challenges they will face in the field of public relations.

Context and Scenario

In Week 7, students participate in a scenario-based interactive oral assessment in groups of four during class time. Groups receive their general scenario, such as information about the stakeholder company, a week in advance. More specific elements of the PR crisis situation are revealed on Canvas two days before the IOA takes place.

Design Features

During the IOA, students act as spokespersons, while their peers observe and role-play as journalists. The IOAs are conducted in groups, but each student is individually assessed on their ability to respond to audience questions and their capacity to ask questions of other groups. The group presentation lasts 20 minutes, with each student allocated approximately 5 minutes for answering questions. This assessment accounts for 40% of the total mark for the subject.

Given the large class context, the assessment is conducted within tutorial time to manage workload and ensure fairness, removing the need for students to commit additional time outside of class. Students are notified well in advance via Canvas about the specific class in which the assessment will take place, with the expectation that they attend.

The assessment is conducted in a quasi-professional setting, with sessions held in an on-site TV studio where feasible. This environment enhances realism and provides a more authentic assessment experience, as it simulates real-world PR experiences.

Implementation Details

To manage students' expectations and reduce anxiety going into the IOA, positive encouragement is employed. Students are informed that fluency of speech is not a criterion; instead, marks are awarded based on the strategic quality of their answers with feedback focusing on areas for future improvement.

To prepare students for the IOA, a mock session is conducted during a tutorial prior to the actual assessment. In these sessions, one group volunteers to act as presenters while the rest of the class observes. This exercise helps students familiarise themselves with the format and expectations of the IOA.

Each session includes two markers who focus solely on marking, as student peers are responsible for posing questions. To prepare tutors for the IOAs, the coordinator conducts a preparatory session to discuss the execution of the IOA sessions, potential issues that might affect marking, and to brief them on the rubric criteria. A marking sheet featuring the rubric, which includes 10 criteria, is provided to each tutor.

Following the IOAs, a moderation session is held to ensure that marks are appropriate and consistent. During this session, feedback approaches are also discussed. Individual feedback is then provided to each student via Canvas, focusing on their performance as both a spokesperson and a journalist.

Reflections and outcomes

The implementation of the IOA has been well-received by both tutors and students. Tutors have noted that the assessment strikes an excellent balance between theory and practice, allowing students to apply their theoretical knowledge in a practical setting. Students have also expressed appreciation for the practical experience. They particularly valued the opportunity to observe or participate in the mock IOA, which helped set clear expectations for the final assessment. The use of a television studio added an element of excitement and realism, further engaging students.

The assessment encouraged students to engage deeply with the material, as demonstrated by their thorough preparation and enthusiasm. However, some students did rely too heavily on pre-scripted responses. To address this, the coordinator plans to emphasise the importance of responding naturally to questions in future iterations and may adjust the rubrics accordingly.

Looking ahead, the coordinator also intends to provide additional preparatory materials to students, including examples of professional media interviews. These resources will be offered as self-study materials, enabling students to prepare and practice independently.

The initial implementation required a higher staff workload due to the need for double marking and additional meetings to prepare and calibrate marking. However, it is anticipated that this workload will decrease in future iterations as tutors become more familiar with the process of implementation and marking. To further improve consistency in marking, the coordinator suggests showing examples of presentations to the tutor team and evaluating them together to calibrate their marking approaches.

Recommendations for other educators

The coordinator encourages educators to embrace the challenge of implementing an IOA, viewing it as an opportunity for growth and innovation. He emphasises that initial setbacks or unexpected outcomes should not deter educators. Rather, they should be seen as valuable learning experiences. He advises that if aspects of the IOA do not go as planned initially, educators should focus on refining and improving the process for future iterations.