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Module Participation: What is it? How will I be assessed?

This year, all students in this module will receive a summative mark for their active participation in class. The good news is that this means that 10% of your final mark is under your own control. There will be two parts to your assessment. First, all students will be responsible for finding historical sources related to our weekly topics, and will be asked to discuss their finds in class (with peers and/or with the whole group) on designated weeks. Second, students will produce and submit short written interpretations of three of their archival finds; your participation grade will be based on the best two out of three interpretive statements.

Please note: if there is a reason that you feel unable to perform to your best ability either in whole class discussions (e.g. perhaps you experience social anxiety), or on the written aspects of participation (perhaps you have an unusually heavy workload, or a terrible internet connection at home), let me know and I will assess you only on the portion that works best for you.

The Module Archive

You will be assigned to a group of 3-4 students. In weeks 4-10 in Term 1, and ONCE in Term 2, students in the designated group will each be responsible for finding and submitting one primary source to the Moodle Module Archive lightbox page by 3pm, two days before your class meets. That primary source should be linked to the weekly seminar topics, and you should be prepared to discuss your source in class. These sources will be available for class research and discussion in the following week ('your' week). Building on our class discussions, your final submission to Tabula should include at least two keywords, and a brief (c. 250 words) critical interpretation of each of your three selected sources. You can see examples here. Submission of and readiness to discuss these required sources from week 4, and final submission of the sources AND your interpretations will constitute your participation mark for the module.

I will assess your participation performance across the whole year, based on the following criteria:

1. Have you submitted a primary source on time, each week that it is your group's turn to do so? Were you ready to discuss it with your peers?

2. Do your primary sources reflect or speak directly to the questions and themes of our seminars in the weeks for which they were submitted? In your interpretations (due on Tabula at the end of the year), tell me how: do they confirm, contradict, or nuance the claims made in the wider secondary literature, like our readings for the week? Do they shed new light on an aspect of migration (or a population of migrants) that have been neglected? Sources can be historical or contemporary, but must directly connect to the week's questions and content.

3. Have you critically assessed your source, thinking about who produced it, for what audience, and in what context?

4. This part of your assessment should not be burdensome: the goal is to help you develop your research skills, and to enable good discussions when we meet (even in those busy weeks when people MIGHT not get a chance to read all the required readings). So I am capping the maximum length of each interpretation at 500 words. As a guideline, I would expect you to need c. 250 words to cover the necessary elements of an interpretation as described above.


At the end of the year, I will drop your lowest interpretation mark, and take the average of your remaining marks as the overall mark for this component. If you are 'borderline' when I average this mark, I will take your in-class participation into account to decide which side of the border you fall.