Underpinned by the principles of authentic assessment, this task gives students an opportunity to be a ‘consultant’ focused on improving the visitor experience in the design of a tourism operation. It builds on a previously submitted written assessment task (Critique of Visitor Site) in which students visited a tourist site of their choice to critique the design and management of the visitor experience from the perspective of a target market (e.g.

In this assessment students choose a piece of contemporary media and discuss the issues it raises using academic literature. Students are given some restrictions on the media they can choose such as what topic the chosen media should discuss, what forms of media they can choose from, or when the media was released. Students select a media item and read it in order to identify an issue, or several related issues, which relate to the themes of the course. Using the issue/s as a foundation they write their own research question and answer it using the academic literature.

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 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.

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.

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 assessment is based on the work that a typical 1st year to 5th year graduate would do as an investment analyst. They are required to work in a team of four and complete extensive research and analysis of a company, it's industry and competitors. Then develop a rigorous financial model to value the company and write an in depth report for an investment committee to recommend buying or selling this investment.

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%).