The essay is failing us. Discuss

There is a way out: you have to give such essay topics, the answer to which the student can find only in his head and on the basis of individual experience. This will require a lot of labor and energy from the teacher himself. Success, colleague! Filippovskaya Tatiana, Russian Federation, Ekaterinburg.

The main value of assigning (and reviewing, even if we do not 'mark') student essays is because there is a clear and direct link between, one hand, the clarity and accuracy with which we understand an idea -- and on the other, the clarity and accuracy with which we are able to explain it. Accordingly, the best means we have of determining (again, even if it is not used for assessment) how well a student understands the meaning, purpose, application of implications of an idea (or practice or strategy or...) is to ask them to explain it. If one understands an idea, one can explain it – conversely, if one does not, one cannot. (‘If you can’t explain it simply, you don’t understand it well enough.’ Albert Einstein) By bringing vague or erroneous understandings to our attention, the written explanation of ideas, processes and consequences provides both students and their lecturers with an opportunity to recognise the gaps or weaknesses in their comprehension of the topic and so enables us (students and lecturers) to take the appropriate remedial actions. We have found that requiring our students to use language to describe, explain and justify their strategic (Why have you chosen this message?) and creative (Why have you used this layout?) decisions obliges them to think more clearly and critically. Without the ability to express meaning in language, students are not only unable to communicate their ideas to others, but are limited in their ability to even conceive of appropriate solutions. (‘Language serves not only to express thought – but to make possible thoughts which could not exist without it.’ Bertrand Russell) Accordingly, the ability to use language is a ‘meta-skill’ upon which our ability to recognise and understand meaning, and apply this understanding in making informed decisions in the conception and design of effective materials, both depend.

Perhaps the issue is with the model of assessment rather than the essay? After all, if the current assessment mechanism encourages students to find other people to write essays, switching from an essay to something else will not address the underlying issue and students will game the system another way.

Of course, you are right, Professor Race! Assessing learning outcomes of a programme / course can be far more inventive, varied, meaningful and relevant than essays alone. For those who need to keep essays as some of the elements of assessment, why not let students chose their own negotiated title, customising them according to specific criteria? Or let them write a paper (essay) that they use as the basis of a seminar presentation which they deliver and debate? More importantly, why not let the assessment format reflect the needs in the student's own (current or future) professional life? As a brief example, we teach students the skills of: designing high quality conference posters; writing articles and other media to publish and disseminate their research / learning; using social media to engage in on-line communities of learning and professional practice; developing IT skills for peer / professional presentations; using models of reflection on critical incidents or field trips / visits; simulation and practice-based skills assessment; performing their learning through presentations, video-capture and peer-feedback of shared learning. Just a few! There are so many ways to be creative about assessing learning; dare I say it: make it exciting and enjoyable for the student to learn, perform and demonstrate their achievements! Regards David

‘If you can’t explain it simply, you don’t understand it well enough.’ Albert Einstein.... Paraphrasing of Nicolas Boileau... 17th century.