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).

Akin to an oral exam, but with a pedagogical emphasis on reflexivity and relational education, this assessment sees students respond to a question or prompt via a reflexive presentation and a dialogue with course staff where they speak to salient elements of their learning in relation to course themes.

The assessment promotes critical reflection utilising refugee artefacts to enable law and politics students to connect their theoretical knowledge and understanding of international refugee law and human rights law with the 'lived experience' of certain asylum seekers detained offshore on Nauru or Manus Island. The assessment encourages students to reflect on their own learning experience by identifying and explaining the connections between selected refugee artefacts (including letters from the Burnside/Durham Collection in the Fryer Library, semi-autobiographical books, radio podcasts, cartoons, documentaries or op-ed newspaper pieces) and refugee and human rights law.

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.

An internship, reflective activities and two reflective assessments scaffolded students to create posters evidencing their employability, graduate attributes and their unique personal brand developed in workplace projects. Articulating their abilities, showing how they added value to current and potential employers, students demonstrated how these experiences can support future transition to their careers. Posters also showing their LinkedIn profile, career ambitions and skills assessments were displayed to industry representatives who provided feedback. Posters can be used as a resource during recruitment complementing a resume.

Students are asked to write a reflective essay about their project that includes a description of critical incidents, reflection of personal change, and a supporting visual element.

Underpinned by a problem-based learning pedagogy (PBL), this assessment sees students attend weekly workshops where they are presented with a scenario based on weekly course content (and related to a contemporary, real-world issue). Students work in small groups to formulate a response or solution to the problem/s, discussed in class.

In this assessment item students are asked to do a brief presentation on a character or theme from a course text. They are then asked questions (that they have not seen prior to the assessment) about the text and other course material. Both the presentation and question answers must be given in French. The task is designed to assess their comprehension of the course material and their fluency and spontaneity in French.

Students are randomly assigned 2 questions from a bank of questions that cover most of the course material. They are then asked to write their answers on the blank paper provided. Students are observed whilst writing. Each student is then questioned for 15 minutes, and this oral component is video recorded. They are first questioned about their written responses and must defend their answers (staff highlight any mistakes or gaps in their responses). They are then asked further questions about other aspects of the course.  

Students carry out and analyse four interviews (with individuals selected on the basis of discipline). The assessment consists of four stages: developing a semi-structured interview schedule and locating interviewees; conducting and recording interviews; creating verbatim transcripts; and performing qualitative analysis to produce a 1000 word field report of their findings.