How do we teach and assess research skills in the era of AI? This assignment replaces the historical research essay with a scaffolded assessment of qualitative research process. It cultivates historical curiosity; requires students to design a research project; find, present, annotate, evaluate and contextualise authentic primary sources; and draw conclusions.

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.

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.

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.

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.

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.

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.

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 piece requires students to prepare a briefing document that targets relevant stakeholders to articulate a clear and compelling case for action in response to an ongoing security crisis.

Completed in pairs, this assessment sees students work collaboratively to produce a creative media output and an accompanying rationale detailing and justifying the stylistic choices made (in the case of MSTU1001 students produce a section of film storyboard). Students are marked on their grasp of relevant conventions and theories.