This student-driven assessment is designed to promote confidence and competence in peer-led practical demonstration. It comprises a lesson plan or seminar notes, and a 15-20 minute teaching demonstration that aligns with a curriculum or discipline. Students showcase their demonstration to peers in class time and facilitate interactive participation and discussion.

This workbook technique uses progressive learning pedagogies to inform weekly activities that dynamically build on course content. Through formative and summative tasks, students complete one activity per week for the course duration. Feedback is regularly provided for formative tasks to enhance engagement and promote learning outcomes for higher-level summative tasks.

Students submit an argumentative piece on a contemporary topic relevant to their discipline of study. Pending staff approval, students can submit this assessment in a number of written or multimodal formats such as an editorial for The Conversation, a government report, or a short audio-visual documentary.

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.

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.

Students choose a specific theory, or theoretical perspective, and apply this to an object analysis (of a cultural object, practice, or phenomena). This analysis is to be presented in the format of a poster. Students field questions from staff and students in relation to their poster during a roaming exhibition stanalysis (of a cultural object, practice, or phenomena). This analysis is to be presented in the format of a poster. Students field questions from staff and students in relation to their poster during a roaming exhibition style Q&A.

This authentic assessment sees students work both individually and in small groups to produce a governmental policy submission. This scaffolded assessment includes a number of progressive tasks due throughout the semester, including a brief oral presentation, a draft policy proposal, a background and issues document, and the final policy submission.

This practice-led technique integrates design/production methods to execute a multifaceted project. The piece can take any form as process is emphasised over output. The technique comprises several scaffolded assessments: an oral pitch/proposal (20%); workbook (10%); portfolio (prototype + report) (50%); and reflection (20%).

In groups, students deliver a performance piece on a topic arising from the course. Focusing on creative modalities, students develop an imaginative approach to their presentation such as a video submission, theatrical performance, role play, art exhibition, movie pitch etc. This is accompanied by an individual 500 word critical reflection.

Students write a 1500 – 2000 word document (in a form decided by the convenor) in the language being taught. This is paired with an oral presentation based on the written piece. Students are assessed on grammatical proficiency and their ability to conform to stylistic conventions of the written genre.