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.

In this assessment students are asked to collect and analyse some basic qualitative and quantitative data from a site of their choosing, and then present their findings. Students are asked to choose a site to collect their data (examples of sites can be provided but they can also be given freedom to choose one that is not listed in the examples). They are then asked to design a research question, collect some basic quantitative data and qualitative data that relates to the themes of the course, conduct some basic analysis (in the case of quantitative typically just some frequencies), link their findings to existing academic literature, and present their findings in their tutorial.

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.

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.

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.

Designed as a sequential case-based online and in-class approach, students are able to scaffold their clinical skills and reasoning through developing and implementing case based assessment and management strategies of simple and complex patients. Students are assigned 6 patient cases within Week 8 of the semester of which will be similar to the cases that students are assigned in their end of semester practical examination. Students can work independently or as groups, contributing to Padlet discussions relating to each patient case. Within tutorials, designed sequentially from Week 9 to 12 (2 cases per tutorial), students work together to plan and present their clinical assessment and management of each case, with facilitation and probing from tutorial staff. Within class discussion is facilitated to explore student views and clinical reasoning whilst reflecting on best evidence based practice (Hour 1). Clinical skills practice is then facilitated where students select skills to practice in relation to the outlined case (Hour 2).

Authentic assessment, group / team work, environmental impact on public health, improving health outcomes, vlogging, scaffolding, presentation, applying learning to practice, linking course materials and learning activities with the learning objectives.

Underpinned by a pedagogical commitment to feedback rich assessment, this assessment sees students complete 10 blog posts throughout the semester; student's receive detailed feedback for five of these and are given the opportunity to incorporate this feedback into a revised version of the blog post prior to marking.

In this formative assessment, students select a recent news media item (print, electronic, multimedia, social media etc.) and conduct a short (500-700 word) critical reflection that draws on the foundational theoretical and disciplinary concepts from the course.