Based on a personalised approach to learning, this authentic assessment technique is focused around an intensive fieldwork period in which students produce a (multimedia) portfolio of works relevant to their profession, on a topic of their choice. During fieldwork, students work in groups of three or four and (in cases of international field-reporting) may also work with a student liaison from a local University, media outlet or partner organisation. In JOUR3122, students have travelled abroad to conduct highly successful foreign correspondent journalism projects. Although students work and collaborate in groups, portfolios are submitted and assessed individually. Each piece is researched and largely arranged prior to the intensive fieldwork component. Completed portfolios are graded and (where appropriate) uploaded to various dedicated websites where they are often republished through mainstream media. The potential of this task to generate publishable output encourages integrous conduct and high quality content. This assessment has previously been used only in courses that are available to high performing students (based on GPA) as this helps to ensure the effective functioning of the fieldwork component, as well as a professional standard of work produced. This assessment is ideally scaffolded with a project pitch and a reflective essay .
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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