This assessment was designed with an explicit focus on deterring academic misconduct (particularly in LOTE courses) in a way that motivates and engages students by moving beyond invigilated exams typical in some disciplines. This technique best suits third year courses as it requires higher levels of spoken and written language proficiency as well as analytic skill. Part of the utility of this task is developing students' practical skills in conducting small-scale qualitative research within a disciplinary context. Students source and conduct their own interviews and submit a CD/USB with their recordings, transcripts, and final report of findings. Staff set parameters around the topic and scope interviews and analyses. In INDN3002 students interview 4 (native-speaking) Indonesian university students about their education experiences. When used in LOTE courses students are primarily assessed on their linguistic proficiency (as speaking, listening and writing and comprehension are required), but marks are also allocated for research design and analysis . This means that this assessment advances disciplinary knowledge while introducing students to important social scientific research and methodology principles like interviewing and oral history; which are highly valuable for encouraging skills in higher level thinking, critical analysis and ethical and social understanding on top of course analysis and ethical and social understanding on top of course content.

 
PLEASE NOTE: The academic integrity information displayed on this page is currently under review. Some examples and descriptions were developed before the widespread availability of generative AI tools and may not reflect current approaches to assessment security. When adapting an assessment idea, staff should consider how the design supports authorship, verifies student achievement of learning outcomes, and mitigates inappropriate use of AI and other forms of academic misconduct.

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