Designed as part of a research-led learning environment, this assessment is comprised two scaffolded assessments; a 30-minute oral presentation and an extended research essay (6000-8000 words). This assessment has been successfully administered as part of UQ's interdisciplinary (Law and Political Science and International Studies) Trafficking Persons Working Group.

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.

As part of a progressive series of seminars, this assessment item acts as the culminating piece for each seminar. The default submission format is a written piece lodged via Turn-It-In of between 750-1500 words - with greater weight allocated to the assessment items as the seminars progress. Because of the nature of the cohort (practising sport coaches) and the level of the program (post-graduate study), students are offered a degree of choice within each seminar (e.g. topic focus and submission format). Students are supported through this process through the seminar structure of reading week, discussion week, assessment week).

Following a larger essay assessment, students construct a 1000 word article on the same topic of their major assessment piece) intended for publication on the online platform The Conversation. This exercise introduces students to the challenge of writing for a specific audience, and communicating complex concepts with clarity and concision.

This assessment is primarily designed to test students' compositional dexterity by focusing on emulating the selected genre. A portion of the overall mark is allocated for originality and creativity. While students must adhere to stylistic requirements they are free to write on a topic of their choosing, thus offering a personalised approach to learning.

Underpinned by active learning pedagogies that seek to marry theory and practice, this assessment sees students participate in a three-phase simulation exercise during the tutorial program (Weeks 9-11). Marks are allocated for participation and a 2-page group reflection to be completed after the completion of the simulation.

Students complete a 3 hour in-class simulation where a hypothetical scenario occurs (in POLS7255, a foreign policy negotiation). Students form groups representing key stakeholders and must accurately represent their interests. Students prepare for the simulation (scheduled towards the end of semester) in advance and are assessed on preparation and participation.

This task-based, computer assisted language learning assessment sees students record and upload weekly audio files responding to questions or prompts from course coordinators. This is a practical means of extending spoken language learning beyond contact hours in a way that provides students with personalised feedback and opportunities for rapport building.

In this role-play students learn to position themselves in the roles of different stakeholders, develop strategies for negotiation and decision-making and need to be able to identify interests, goals and power hold by each stakeholder.

Underscored by an immersive pedagogy focusing on 'co-generative dialogues' - collaborative discussions cultivated between students and instructors as the source of learning- this task positions students as co-teachers within a conversational Q&A style panel discussion of weekly readings. Students additionally submit a critical summary of weekly readings to corroborate marks.