Press conference

Step-by-step plan

Step 1: From learning objectives to assessment 

Determine whether the chosen form of assessment matches the knowledge and/or skills you aim to measure, as described in your learning objectives.

This assessment method is suitable to assess subject-matter knowledge, deep understanding of a topic, oral communication skills (under pressure), responding to critical questions, audience awareness and professionalism

Step 2: Assessment matrix 

Define the assessment criteria and determine how they are distributed across the learning objectives. Ensure this distribution aligns with the weighting in your assessment plan. Indicate how many points each criterion is worth. Make sure the cognitive level of each criterion matches the level of the corresponding learning objective, never exceeding it. Lower-level criteria are allowed, as long as they still measure the intended learning outcomes.

Step 3: Create the rubric

Develop a grading rubric that translates assessment criteria (e.g., depth of understanding, transfer to practice, persuasive communication, stakeholder engagement) into observable performance (e.g., handing of questions, interaction with the audience).

Possible criteria are: clarity of core message, media and communication skills, quality of responses during Q&A and professional behaviour and language (please be aware this might be a barrier for non-native speakers).

Choose a type that fits the assignment and purpose (e.g., holistic, analytic, single-point). A clear rubric ensures transparency for students and consistent grading, and can be refined iteratively to align with learning objectives.

Step 4: Write the instructions

Define what students must present: topic, case or incident. You can also give them a required core message or key points they need to address during the press conference. Also assign the role: spokesperson, journalists etc.

Explain the press conference structure and format (individual vs group & live vs recorded). Provide examples (e.g., recorded mock press briefings or TED-Ed “Ask Me Anything” formats).

Communicatie the time for the statement and the duration of the Q&A by the audience.

Clarify the role of the peers/audience/panel: students/teachers as journalists asking critical but constructive questions, experts, stakeholders, policymakers, critical journalist, practitioner. Provide a short question sheet to scaffold the Q&A quality.

Share and explain the rubric early on.

Step 5: Prepare supporting materials

Let students prepare: a one-page press release or handout with key messages, and/or 1-3 slides for the opening briefing (no long slide decks). Encourage clear key messages (max. 3), use of data, and anticipation of critical questions.

Train panel/peers to ask questions that probe reasoning, application, or evidence, not just recall.

Step 6: Conducting the press conference session

Introduce the session and outlines ground rules (e.g., respectful questioning, time limits). Student/group gives their briefing (5-10 min).

'Press' asks questions for 10-15 min. Facilitate this to ensure balanced participation. For large groups: run multiple parallel rooms.

Step 7: Feedback and grading

Assessor(s) use(s) the rubric to grade. Brief assessors/panels beforehand to reduce variation in scoring. Have two assessors where possible and calibrate on 1-2 briefings first. Provide feedback during the briefing and Q&A.

If peers act as 'press', separate questioning from grading to avoid bias.

Optionally, let students write a 200-word reflection on how their understanding was challenged during Q&A.

Step 8: Evaluate and adjust

Discuss with students how questioning revealed knowledge gaps or reinforced key insights. Adjust instructions next iteration based on common issues (e.g., weak opening briefings or shallow questions).