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.

Students are required to conduct field visits to two different sites of disciplinary relevance and write a comparative essay . Students are expected to draw on their first-hand, experiential knowledge of the site and link this to the broader theoretical and conceptual frameworks discussed in the course.

Delivered as part of a flipped classroom approach, this assessment encourages and rewards students who engage with content before designated class-time. Students complete feedback-rich , online quizzes (via Blackboard) related to the weekly content which serve to increase pre-class reading, engagement and learning, and form the basis for robust in-class discussions.

Students imagine curating an event relevant to their industry (e.g. film festival, museum exhibition, congress, conference proceedings etc.) and develop a series of program notes (accompanied by a rationale) relating to the production. Students utilise scholarly databases to complete the task and can create programming notes using Cirrus (online exhibition platform).

This technique comprises three scaffolded tasks (a discipline-specific essay , contemporary case study presentation and reflection) delivered as part of an holistic pedagogy. These tasks can be administered separately, but are consolidated within this entry as a showcase of a unified approach to assessment in the context of an entire course.

This assessment has students design a multimodal poster including text, images and visual design elements as an inquiry into a topic of disciplinary relevance. This technique has successfully trialled in the School of Education where it functions to introduce pre-service teaches to inquiry-based pedagogical models, but serves all HaSS disciplines.

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.

This assessment introduces students to the theories, methodologies, and technologies related to the collection, modelling and analysis of digital social data. Students are required to operate a variety of data curation and analysis software systems to produce a dataset, and then perform both qualitative and quantitative analyses of these datasets.

Students write a 500 word critical reflection on the professional and applied skills learned from undertaking a particular course of study. This is submitted at the end of the teaching period subsequent to weekly in-class worksheets (which students must have completed throughout the semester to be eligible for full marks).

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.