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.

Students are each assigned a different discipline-specific piece of equipment or technology and must give a presentation during class time outlining its key features and functions This assessment is designed to create a collaborative learning environment that introduces students to the relevant materials and technologies used within their discipline.

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.

In this semester-long, scaffolded assessment, students collaborate in small groups to complete a community-based research project, drawing on discipline-specific methodologies and conceptual frameworks. The assessment is divided into three tasks focusing on (1) quantitative research skills, (2) qualitative research skills, and (3) presenting key research findings.

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.

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.

In groups, students deliver a performance piece on a topic arising from the course. Focusing on creative modalities, students develop an imaginative approach to their presentation such as a video submission, theatrical performance, role play, art exhibition, movie pitch etc. This is accompanied by an individual 500 word critical reflection.