SustainabilitySim combines simulation-based and case method pedagogies. In enabling students to apply knowledge and skills in a practical, real-world context, it supports authentic assessment.

The simulation was developed with its assessment approach as an integral part of the resource. The tasks and challenges are designed to equip learners with the tools and skills to make future judgements, generating learning and skills outcomes that are measurable

Guided by the ‘assessment for learning, not assessment of learning’ principle, the evaluation process goes beyond measuring and grading to provide a learning and skills experience that the students are involved in. When assessment is part of the learning, it enhances the learning experience, creating a virtuous circle.

There is a focus throughout on relevant skills, which include professional competencies required at graduate-level employment.

Authentic assessment

“Authentic assessment offers an opportunity to embed employability skills in the curriculum by connecting knowledge with applications of the course material and providing opportunities for students to demonstrate skills in a meaningful and integrated way. For assessment to be authentic, it needs to reproduce a real-world working environment, immersing the learner in a situation that pushes them to use skills and abilities necessary to complete the task.”  Advance HE

Authentic assessment is at its most effective in contextualised tasks. Students demonstrate their competency best in an authentic setting, such as the real-world challenge presented by SustainabilitySim.

The simulation requires students to solve challenging tasks that closely resemble those of the workplace setting. A range of authentic tasks are integrated into the simulation: enquiry-based reports, written submissions, oral presentations, role-playing and case studies.

Authentic assessment evaluates students' learning in projects and tasks that simulate real-world scenarios. It measures students' critical thinking, problem solving and communication skills. In other words, what students can do with their knowledge, not just what they know.

To help motivate students, we recommend awarding module credits for the completion of the simulation. The resource is self-supporting; students can work through the simulation independently and at their own pace, with no lecturer intervention.

Assessed tasks and challenges

Students are assessed with a range of business tools and tasks to encourage reflective learning and consolidate knowledge. There is also the option for selected tasks to be self- or peer-assessed. We recommend that several of the key tasks are assessed and that students submit a reflective piece of writing once they have completed the simulation.

Working in teams, the students work through four management phases: Opportunity, Mobilisation, Solution Building and Business Development.

In each there are a series of individual and group tasks to complete within a Focus and Response framework. For example:

• Written reports and emails

• SWOT analysis and RACI charts

• Workstream resource allocation

• Financial analysis

• Communications strategy

Knowledge assessment

To support students’ reflection and consolidation of knowledge, they are assessed at key points in the simulation journey with multiple-choice questions.

There are individual and team leaderboards with running totals and each student’s final score appears on their completion certificate. The evaluations also help motivate students and encourage competition between the teams.

Oracy & the strategy presentation

“Oracy refers to the ability to speak well. Speaking well is essential to education and to the workplace, where informed, reflective and critical citizens play a role in creating and influencing public discourse. It is one of the most important communication skills that management graduates should seek to master."  International Journal of Management Education

Academic speaking (and listening) can form a crucial part of the assessment framework. Oracy gives students an opportunity to demonstrate retained knowledge and embedded expertise. It is a vital professional skill too, highly-valued by employers.

Several key tasks within the simulation require students to present their ideas, individually and in groups. There is proven pedagogical and skills value in getting students to share their ideas verbally.

The students - individually and as a team - are assessed on the quality of their ESG Strategy pitch to the client and accompanying presentation.

Assessment & appraisal

In the workplace, the expectation is that work is done independently in a self-directed way, either individually or as part of a team. There is no continuous monitoring of work, no feedback provided on every decision and action. Work is appraised at significant milestones or at the end of a period of project activity.

SustainabilitySim delivers an authentic working environment, both in recreating the experience of the workplace and in the way students’ work is assessed as it would be in a job.