For this course I gave one written graded assessment, one graphical and one presentation.

For the written graded assessment students had to write a 500 word policy brief (aimed at policy makers). In both I have required them to also submit a tweet to summarise the key message. You could alternatively get them to write a blog (aimed at the general public) or a press release.

For the graphical graded exercise students had to produce an infographic. See here for some examples of students' infographics.

For the main assessment students had to give a 10 minute presentation with slides. I had these videoed and gave the videos to the students; I also used them to grade them. In 2019-20 the Covid-19 pandemic meant that we could not do live presentations. I had the students either video themselves or record themselves in powerpoint over their slides. See below for some examples of students' presentations. 

All of the assignments were on topics that I specified. Students could only use references that I give them; this allowed them to focus on the communication aspects and not spend time selecting a good topic or references. Limiting students to a small number of topics means that it is easier to discuss the substantive economics in class. I have chosen the topics to be engaging and involve modern topics in economics that the students will see as relevant, but that also involve some meaty economic concepts.

I used grading forms that I handed out and discussed with students beforehand, so that they were clear on the assessment criteria.

Student Final Presentation 1

The gender pay gap

Student Final Presentation 2

The gender wage gap

Student Final Presentation 3

The gender wage gap

Student Final Presentation 4

The gender wage gap

Student Final Presentation 5


infographic teaser

Students' Infographics

Click 'Read More' for examples of infographics created by students and download our 'Making an Infographic' helpsheet.

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Infographic grading form


Blog grading form


Presentation grading form

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