In this semester-long, scaffolded assessment, students collaborate in small groups to complete a community-based research project, drawing on discipline-specific methodologies and conceptual frameworks. The assessment is divided into three tasks focusing on (1) quantitative research skills, (2) qualitative research skills, and (3) presenting key research findings.

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 learning experience (and accompanying assessment) sees students travel to an oversees destination and engage in extended, experiential learning. Students are required to complete a combination of on-site assessment such as practical fieldwork, fieldwork journals and presentations, as well off-site assessment such as final research essays based on fieldwork.

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.

Students complete an intensive field project (7-10 days) to produce a professional portfolio of authentic digital and/or written works. Fieldwork involves a course trip to an overseas location or high profile domestic event (e.g. 2014 G20 Summit). Students research and prepare proposals/pitches prior to fieldwork in consultation with course coordinator/s.

Designed to introduce students to the practical and methodological aspects of undertaking primary research within a disciplinary context, this assessment sees students work with research participants to plan and conduct qualitative interviews to produce portfolio of fieldwork documents and a final research report.

In Phase 2 (the clinical years) of the MD program in the Faculty of Medicine, students collect evidence of observed practice of core clinical skills - Mini Clinical Evaluation Exercise (Mini-CEX), Direct Observed Procedural Skills (DOPS) and Compulsory Observed Procedural Skills (COPS). They also lodge Clinical Participation Assessments for each clinical rotation. The overarching aims of the Workplace Learning Portfolio course are intern readiness, to be observed practicing core skills and receive feedback, and to use that feedback to continue to grow and develop.