Redesigning a group assessment to improve collaboration, lift the quality of student work and produce meaningful learning outcomes in an intensive Doctor of Veterinary Medicine unit. Guided by the Universal Design for Learning framework we considered the challenges faced by students in the previous iteration of the assessment, the relevance, complexity and clarity of the task and the teacher workload implications of our redesign. The outcomes included students authentically engaging in a collaborative process, producing a better quality submission and also meaningfully reflecting on their individual contribution and learning.
Teaching@Sydney