This authentic assessment sees students collaborate to prepare and present a 5-minute pitch aimed at a hypothetical funding body. The imagined context is that this will precede a hypothetical five thousand dollar grant application for a product or project relevant to a specific disciplinary content or area of professional practice.

Students construct a 2000 word essay critiquing a film from their disciplinary perspective. This involves analysing salient aspects of plot situation, thematic elements etc. by applying relevant theories/concepts from the course content. This task particularly reinforces formative disciplinary knowledge (which often challenges early undergraduates) through engaging contemporary contexts.

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.

Designed to creatively encourage application of course themes and discipline-specific theory and concepts, this task requires students to select a book (from a list of relevant texts) and construct a 1000 word review. Attention should be paid to addressing the effectiveness of various texts to engage complex or abstract ideas.

Students use artifacts as points of inspiration for short (500 word) written pieces relevant to their discipline. Students are marked on their written expression and adherence to conventions of the genre. Works are also recited during tutorials and students marked on how well they engage others through their spoken delivery.

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.

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.

This practice-led technique integrates design/production methods to execute a multifaceted project. The piece can take any form as process is emphasised over output. The technique comprises several scaffolded assessments: an oral pitch/proposal (20%); workbook (10%); portfolio (prototype + report) (50%); and reflection (20%).

In addition to producing their own piece of creative or academic writing, students work in pairs to provide a detailed feedback report of their partner's draft written assessment. Students are assessed on both the final written piece and on the report they produce for their student partners.

Students carry out and analyse four interviews (with individuals selected on the basis of discipline). The assessment consists of four stages: developing a semi-structured interview schedule and locating interviewees; conducting and recording interviews; creating verbatim transcripts; and performing qualitative analysis to produce a 1000 word field report of their findings.