This student-driven assessment is designed to promote confidence and competence in peer-led practical demonstration. It comprises a lesson plan or seminar notes, and a 15-20 minute teaching demonstration that aligns with a curriculum or discipline. Students showcase their demonstration to peers in class time and facilitate interactive participation and discussion.

This authentic assessment sees students work both individually and in small groups to produce a governmental policy submission. This scaffolded assessment includes a number of progressive tasks due throughout the semester, including a brief oral presentation, a draft policy proposal, a background and issues document, and the final policy submission.

Designed as a low weighted, in-class activity to increase student engagement and to foster skills in facilitation and leadership, this assessment sees students take on the role of leading various small activities. These may include preparing the learning environment, facilitating a class warm-up activity, or hosting a mid-class break.

Underpinned by a problem-based learning pedagogy (PBL), this assessment sees students attend weekly workshops where they are presented with a scenario based on weekly course content (and related to a contemporary, real-world issue). Students work in small groups to formulate a response or solution to the problem/s, discussed in class.

In this skills-oriented assessment, students are asked to identify a contemporary policy issue and make a clear and succinct case for policy change in the form of a short (2 page) ministerial policy recommendation or brief. Students also provide an additional list of (scholarly) sources consulted in preparing their recommendation.

Designed explicitly to provide student flexibility and cater to diverse learning styles, this technique has students produce a piece of written or audio-visual content in response to a provocation from a course practicum or theoretical perspective. Content can take numerous forms including a blog, critical review, documentary, or reflexive essay.

Students are assigned an extract from a draft manuscript (developed by a practicing author), for which they produce a professional editorial report. Students actively use skills taught throughout the course to make reasoned suggestions that improve the quality of the work, and may ultimately be realised in published copy.

Students travel to a relevant cultural institution or public space (e.g. gallery, museum, landmark), imagining they are appointed as industry experts, curators, attachés or tour guides. In groups, each student delivers a brief presentation on an assigned piece (e.g. artwork, artefact, or monument) so as to replicate professional presentation contexts.

This task is designed to allow students to demonstrate theoretical and methodological understandings of key themes and provocations from the course through an applied activity mimicking professional practice. Students select from a list of hypothetical scenarios (developed by the course coordinator) and construct a 3000 word report in response.

Students write a 1500 – 2000 word document (in a form decided by the convenor) in the language being taught. This is paired with an oral presentation based on the written piece. Students are assessed on grammatical proficiency and their ability to conform to stylistic conventions of the written genre.