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.

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 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%).

Developed as an assessment for learning (rather than assessment of learning), this scaffolded task prompts students to consider how social theory is brought to bear through personal narratives. Students use digital platforms (e.g. Pinterest) to create a fictional character profile which becomes a point of reference for progressive tutorial activities.

As a class students are set a collaborative task to produce a creative item relevant to their discipline (e.g. in MUSC3020, an original Album recorded and produced by students) and attend weekly laboratory sessions focused on relevant skill acquisition. This is scaffolded with written reflections where students outline their contribution.

One of my elective law courses, Asian Legal Systems, presented a challenge. As well as enabling students understand how law and legal institutions in Asia operate in different and distinctive ways, the design of this comparative law course was to facilitate discussion and the sharing of perspectives thus maximising student input. Keeping these dynamics alive in Zoom classes led to several modifications in assessment.

Designed explicitly to provide student flexibility and cater to diverse learning styles, this technique has students produce a piece of written or audio-visual content in response to a provocation from a course practicum or theoretical perspective. Content can take numerous forms including a blog, critical review, documentary, or reflexive essay.

This authentic assessment sees students work collaboratively in groups to engage an external participant group in the production of media output based on topical and generative themes selected by the organisation participant through processes of facilitation and discussion.

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.