Integrating Debate into Macroeconomics: A New Approach to eAssessments

As teachers, we must always be looking for new and creative ways to evaluate our students' learning. I have chosen to use debate as an eAssessment in my EC201: Intermediate Macroeconomics course. The area of macroeconomics is substantial and complex, with a multitude of theories and viewpoints that frequently call for more in-depth investigation and debate. Debates, in my opinion, are effective for encouraging students to express their understanding of the subject.

Webex, which is integrated with the USP Moodle platform, will be used to facilitate the debates. Students will work in groups of three for two weeks to prepare and do their research on the topics allocated to them. On the day of the debate, each team will make their case, refute the other team, and answer audience questions. In order to ensure a clear and orderly discussion, the debate will be arranged with time limitations for opening speeches, presentations, and conclusions.

I'm using this approach in part to deter students from relying too much on AI technologies for their assignments. While AI can be useful for brainstorming or research, the debate format allows students to be quick thinkers and share their knowledge in real time. They will have to participate in a real-time, interactive conversation and will not have time to rely on responses produced by AI. Furthermore, the debate develops critical thinking and public speaking abilities, which are crucial in both the academic and professional environments.

Overall, I am eager to observe how this debate eAssessment will motivate students to delve deeper into the subject matter and cultivate critical abilities for their future professions. This method, in my opinion, will better prepare students for the difficulties they will encounter in the workplace.

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