Work-based Multimodal AssessmentDr Adam Bowles

Students submit an argumentative piece on a contemporary topic relevant to their discipline of study. Pending staff approval, students can submit this assessment in a number of written or multimodal formats such as an editorial for The Conversation, a government report, or a short audio-visual documentary.

60-80
students
Not identity verified
3rd year level
Low time requirements

Wiki ActivityDr Peter Walters

Informed by an active learning pedagogy, this technique sees students co-create an online wiki to which contributions are individually marked. Students work collegiately to prosecute an overall argument that responds to a set question, but receive marks for the quality of their individual input; which addresses potential discrepancies in contribution.

100+
students
Not identity verified
1st, 2nd year level
Medium time requirements

Weekly BlogsDr Constance Duncombe

Delivered instead of weekly tutorials, students construct weekly Blackboard blog posts responding to a question and critically addressing key theoretical underpinnings from readings. Designed to elicit theoretically rich conversations, students use written styles similar to those from popular online forums as a means to participate in collegiate debates beyond academia.

100+
students
Not identity verified
1st, 2nd, 3rd year level
Low time requirements

Sound File ProjectDr Wendy Jiang

This task-based, computer assisted language learning assessment sees students record and upload weekly audio files responding to questions or prompts from course coordinators. This is a practical means of extending spoken language learning beyond contact hours in a way that provides students with personalised feedback and opportunities for rapport building.

20-40
students
Not identity verified
2nd year level
High time requirements

Visual AnalysisDr Paolo Magagnoli

Students complete a short (800 word) analysis of a visual text of relevance to their discipline, including photographs or artworks. Rather than simply describing the image or artwork, students are expected to critically engage with the visual stimuli and discuss it using themes and concepts covered throughout the course.

20-40
students
Not identity verified
2nd year level
Low time requirements

Video PresentationDr Shushma Malik

In small groups students create a short YouTube video production communicating an otherwise complex or scholarly argument (developed out of an essay assessment item) in a form appropriate to an open audience. Ideally scaffolded with reflexive assessment items, this technique emphasises key workplace skills in production, messaging and interpersonal communication.

80-100
students
Identity verified
3rd year level
Medium time requirements

Unrehearsed Oral Presentation Junko Ichikawa

This practical task see students complete an oral performance during dedicated class time in response to some form of in-situ stimuli, such as a live presentation or audio-visual material. In JAPN7200, students attend weekly live interpreting forums and must orally interpret (from English to Japanese) speeches delivered by guest speakers.

10-20
students
Identity verified
PG year level
High time requirements

Student Panel DiscussionDr Linda Willis

Underscored by an immersive pedagogy focusing on ‘co-generative dialogues’ – collaborative discussions cultivated between students and instructors as the source of learning- this task positions students as co-teachers within a conversational Q&A style panel discussion of weekly readings. Students additionally submit a critical summary of weekly readings to corroborate marks.

20-40
students
Identity verified
1st, 2nd, 3rd, PG year level
Low time requirements

Short Article (The Conversation)Dr Shushma Malik

Following a larger essay assessment, students construct a 1000 word article on the same topic of their major assessment piece) intended for publication on the online platform The Conversation. This exercise introduces students to the challenge of writing for a specific audience, and communicating complex concepts with clarity and concision.

60-80
students
Not identity verified
3rd year level
Medium time requirements

Reflective PresentationAssociate Professor Liz Mackinlay

Akin to an oral exam, but with a pedagogical emphasis on reflexivity and relational education, this assessment sees students respond to a question or prompt via a reflexive presentation and a dialogue with course staff where they speak to salient elements of their learning in relation to course themes.

20-40
students
Identity verified
1st, 2nd, 3rd, PG year level
Medium time requirements