This workbook technique uses progressive learning pedagogies to inform weekly activities that dynamically build on course content. Through formative and summative tasks, students complete one activity per week for the course duration. Feedback is regularly provided for formative tasks to enhance engagement and promote learning outcomes for higher-level summative tasks.

Designed to teach foundational research skills , provide capabilities in critical analysis , and prepare students for a major research essay, this assessment sees students locate four scholarly sources via disciplinary databases or on-campus library collections. Students must judiciously select and correctly reference these sources, conducting critical analysis on one o analysis , and prepare students for a major research essay , this assessment sees students locate four scholarly sources via disciplinary databases or on-campus library collections. Students must judiciously select and correctly reference these sources, conducting critical analysis on one oanalysis on one of these.

Students visit a contemporary showcase relevant to their discipline (e.g. an art or museum exhibition, public speech, music or theatre production, etc.) and write a critical review in response. The appraisal should respond to key disciplinary issues introduced throughout the course), and mimic the tone of a specific industry publication.

Designed to introduce students to the practical and methodological aspects of undertaking primary research within a disciplinary context, this assessment sees students work with research participants to plan and conduct qualitative interviews to produce portfolio of fieldwork documents and a final research report .

This assessment is part of a flipped classroom approach wherein students engage with content before designated class-time and are assessed to gauge formative comprehension. Students write and submit a short critical response to weekly material. These are brought to class and used as prompts for collegiate discussion and progressive improvement.

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.

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 choose a material object from a specific collection (in the case of ANTH2208 the UQ Anthropology Museum) on which they must conduct an extended analysis over the duration of a semester. This object-centred learning assessment is divided into two components, an initial report and final research 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.