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).

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.

Delivered in an active learning environment, this work-integrated learning experience and authentic assessment task requires preparation of a written and diagrammatic report. Students critically analyse a given construction detail in 4-dimensions using an interactive digital learning environment, then apply their learning to a 3-dimensional analysis and resolution of two construction details derived from a team-based schematic design completed in the previous assignment.

A key aim of science teaching is the development of scientific literacy. In this task, pre-service teachers are asked to demonstrate their scientific literacy in preparation for teaching. The innovation in this task is using GenAI to develop students’ assessment literacy and understanding of the task's requirements.

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.

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.

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 work in pairs to create a short (3 minute) educational video for presentation during a scheduled tutorial time. Students choose for the topic of their video a real-life context that allows them to explore and teach a concept relevant to the course.

This five part assessment task (presented in a Blackboard learning module) is designed to build foundational research skills, provide meaningful engagement with library resources, and prepare students for a major assessment item.

Students undertake a short (40 hour) placement or volunteer position to learn the methodological and practical skills required to undertake social scientific research. There may be several scaffolded assessments associated with this work-integrated learning experience; a pre-fieldwork report, a reflexive journal, a seminar presentation, and a final report.