Argumentative Essay AssignmentDr Peter Ellerton

In this progressive assessment students write a 1200 word argumentative essay in a supported learning environment. This assessment’s innovation lies in its pedagogical underpinnings and the teaching environment in which it is delivered. Students complete weekly activities in argument mapping, effective communication, and critical reasoning as progressive learning tools to construct their essay.

40-60
students
Student identity not verified
1st year level
Medium time requirements

Article Review Presentation (using Pinterest and Padlet)Dr Simone Smala

In small groups students present an article review in dedicated tutorial time. Groups create a Pinterest page in which they collate and curate digital material relevant to their topic. Audience members use Padlet (an online notation tool) to comment on presentations in real time (via personal smartphones) to inform discussion.

20-40
students
Student identity verified
1st year level
Low time requirements

Community Research Group ProjectDr Suzanna Fay-Ramirez

In this semester-long, scaffolded assessment, students collaborate in small groups to complete a community-based research project, drawing on discipline-specific methodologies and conceptual frameworks. The assessment is divided into three tasks focusing on (1) quantitative research skills, (2) qualitative research skills, and (3) presenting key research findings.

40-60
students
Student identity not verified
3rd year level
Medium time requirements

Creative Production Project and PresentationDr Eve Klein

As a class students are set a collaborative task to produce a creative item relevant to their discipline (e.g. in MUSC3020, an original Album recorded and produced by students) and attend weekly laboratory sessions focused on relevant skill acquisition. This is scaffolded with written reflections where students outline their contribution.

10-20
students
Student identity verified
1st, 2nd, 3rd year level
High time requirements

Digital Curation and Pinterest PresentationDr Eimear Enright

Developed as an assessment for learning (rather than assessment of learning), this scaffolded task prompts students to consider how social theory is brought to bear through personal narratives. Students use digital platforms (e.g. Pinterest) to create a fictional character profile which becomes a point of reference for progressive tutorial activities.

40-60
students
Student identity verified
1st, 2nd, 3rd, PG year level
Medium time requirements

Educational Poster ExerciseDr Linda Willis

This assessment has students design a multimodal poster including text, images and visual design elements as an inquiry into a topic of disciplinary relevance. This technique has successfully trialled in the School of Education where it functions to introduce pre-service teaches to inquiry-based pedagogical models, but serves all HaSS disciplines.

100+
students
Student identity verified
1st year level
Low time requirements

Ethnographic Fieldwork (Supervised Placement)Dr Sally Babidge

Students undertake a short (40 hour) placement or volunteer position to learn the methodological and practical skills required to undertake social scientific research. There may be several scaffolded assessments associated with this work-integrated learning experience; a pre-fieldwork report, a reflexive journal, a seminar presentation, and a final report.

20-40
students
Student identity verified
3rd year level
Low time requirements

Extended Simulation ExerciseDr Sebastian Kaempf

This task sees students participate in a four week Simulation Role Play in an area specific to their discipline of study. Students work in groups to assume the role of specific stakeholders/actors within the simulation. Rather than the simulation itself, students are assessed on an Operation Plan and a Final Report.

100+
students
Student identity verified
3rd, PG year level
High time requirements

External Client Engagement and ReportAssociate Professor Elske van de Fliert

In small groups (2-4) students liaise with an external client organisation and conduct stakeholder engagement to produce a report or output that aligns with client needs. In the case of COMU7013, students design, conduct, analyse, and report on, a participatory needs and opportunity assessment relating to a simple, real-world issue.

10-20
students
Student identity not verified
PG year level
Medium time requirements

Formative Writing Tasks and Online PortfolioDr Josephine Robertson

Designed with an explicit focus on developing students writing capabilities (especially in relation to professional and/or vocational genres), this assessment sees students produce weekly written pieces of varying genres for which they receive qualitative feedback. Students must then choose 4 of these written pieces for revision and inclusion in a summative online portfolio.

60-80
students
Student identity not verified
2nd year level
Medium time requirements