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 portfolioportfolio.

Designed to develop student's critical awareness of their own writing practice and to learn modes of creative and reflective written genres, this assessment sees student write a short creative genre piece (in the case of WRIT1005 students write a children's short story) and produce an accompanying 500-word critical reflection.

This authentic assessment sees students work collaboratively in groups to engage an external participant group in the production of media output based on topical and generative themes selected by the organisation participant through processes of facilitation and discussion.

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.

Students work in pairs to create a short (3 minute) educational video for presentation during a scheduled tutorial time. Students choose for the topic of their video a real-life context that allows them to explore and teach a concept relevant to the course.

This learning experience (and accompanying assessment) sees students travel to an oversees destination and engage in extended, experiential learning. Students are required to complete a combination of on-site assessment such as practical fieldwork, fieldwork journals and presentations, as well off-site assessment such as final research essays based on fieldwork.

Appropriated from traditional philosophical teaching methods, this assessment sees students complete three 'disputations' throughout the semester in which they articulate and debate opposing positions in relation to a set question or topic based on course content. The aim is to deepen students understanding of, and ability to articulate, core course concepts.

Underpinned by a pedagogical commitment to feedback rich assessment, this assessment sees students complete 10 blog posts throughout the semester; student's receive detailed feedback for five of these and are given the opportunity to incorporate this feedback into a revised version of the blog post prior to marking.

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.

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.