Designed to encourage students to participate in discipline specific real-world discussions, this assessment sees students post in the 'comments' section of online news websites, using either the originally posted article or an existing comment as stimuli. Students write a total of three comments, the best two of which are marked.

Designed as part of a research-led learning environment, this assessment is comprised two scaffolded assessments; a 30-minute oral presentation and an extended research essay (6000-8000 words). This assessment has been successfully administered as part of UQ's interdisciplinary (Law and Political Science and International Studies) Trafficking Persons Working Group.

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 active learning pedagogies that seek to marry theory and practice, this assessment sees students participate in a three-phase simulation exercise during the tutorial program (Weeks 9-11). Marks are allocated for participation and a 2-page group reflection to be completed after the completion of the simulation.

Designed with an explicit focus on developing writing skills in first year students, this assessment adopts a design approach to a staged writing project. This assessment is divided into several scaffolded tasks that must be completed and submitted cumulatively throughout the semester.