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.

Informed by an embodied pedagogy, this task sees students assume disciplinary stakeholder roles attempting to secure project funds through a grant application to a specific organisation. Students design a project and craft a grant application consistent with the funder's actual requirements and formatting.

This task sees students produce a language translation from a 500-700 word source text, accompanied by a commentary (also 500-700 words) in either English or the language of study. The commentary must provide full bibliographic information and a general overview of the source text including its genre and stylistic construction.

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.

In this major research piece, students create a historical research project (in place of a traditional essay ) that can be disseminated to a wider, non-academic audience. Approximately 3500 words (or equivalent), the project can take multiple formats including a website, exhibition proposal, eBook, oral history report , travel brochure, or documentary.

In this formative assessment, students select a recent news media item (print, electronic, multimedia, social media etc.) and conduct a short (500-700 word) critical reflection that draws on the foundational theoretical and disciplinary concepts from the course.

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.

Collectively worth 10%, this assessment replaces tutorial participation marks. It encourages collaborative reflexivity through weekly electronic group journals and peer assessment. In small groups students craft 200-300 word responses to experiential questions, uploading to Blackboard. Suited to introductory/elective courses, this technique focuses on applying foundational disciplinary knowledge to personal experience.

Short (15-20 minutes) in-class practical quizzes in which students rotate around a room of artefacts. Designed to teach and test practical skills and/or the practical application of knowledge, these quizzes are most effectively administered intermittently (2-6 per semester) to test cumulative knowledge and to provide regular feedback on their learning.

Students are set discipline-specific problem-based exercises for completion during class. The objective is to craft a written response (1500 words) to the problem, or use group collaboration to develop and deliver a 10-15 minute presentation proposing a solution. This assessment requires active problem solving and engagement with relevant web sources.