While assessment is a necessary part of teaching and learning, how we assess is more flexible. This article demonstrates how using open research calls to design group-based assessment, implemented using the Problem-Based Learning (PBL) approach, enhances the student experience and learning. Data were captured through feedback surveys from final-year undergraduate agricultural science students taking a Food and Agribusiness Strategy module. Student reflections focused on ranking their preferences and perceived learning benefits of various assessment types along with brief justifications for rankings. The overall experience with PBL was captured qualitatively.
Findings indicate that the PBL improved engagement and peer-to-peer learning; students were motivated to learn and develop skills they identified as relevant for their future careers. Academics are well positioned to use research calls to design assessments and implement active learning strategies, such as PBL, to structure learning. This approach presents an opportunity for academics to challenge students to engage with real-life problems in a supported environment. Students described the approach as empowering and insightful. The positive sentiment and meaningful engagement experienced by the students were reflected in greater perceived learning benefits and a clear preference for PBL compared to other approaches.

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