How do we teach and assess research skills in the era of AI? This assignment replaces the historical research essay with a scaffolded assessment of qualitative research process. It cultivates historical curiosity; requires students to design a research project; find, present, annotate, evaluate and contextualise authentic primary sources; and draw conclusions.

This peer-reviewed conference abstract is the second of three assessment pieces in SWSP1012 - Social Being: Power, Structure and Agency, at the end of which students will be ready to present a paper at a fictitious conference entitled Advancing Human Rights, Social Justice, and Respect for Diversity in Australia Today.

Underpinned by the principles of authentic assessment, this task gives students an opportunity to develop their skills with research and communicating economic thinking. This experience replicates the type of ‘real world’ work that economists undertake. In ECON2060, students determine their own research question and design practical and feasible methods to answer their question.

Practitioners often criticise higher education curricula for the disconnect between theory and practice. I designed this authentic assessment (case studies, team-based assignments, report writing) to 'inoculate' my students with managerial challenges (e.g. conflict management) while connecting theory and practice to resolve these challenges in the real world of work.

A key aim of science teaching is the development of scientific literacy. In this task, pre-service teachers are asked to demonstrate their scientific literacy in preparation for teaching. The innovation in this task is using GenAI to develop students’ assessment literacy and understanding of the task's requirements.

This assessment piece requires students to prepare a briefing document that targets relevant stakeholders to articulate a clear and compelling case for action in response to an ongoing security crisis.

Students are required to complete an individual assignment (20%) on conducting fundamental analysis of a listed company. This company will later be included in the team project (20%) for students to conduct extensive analysis. The team project is followed by a live Q&A session (10%) and a compulsory peer assessment evaluation. These authentic assessments use real-world data to encourage students to think critically and apply textbook-based knowledge to real-world situations.

In-class listening comprehension test, delivered via Blackboard Quiz or Inspera: students watch a short video in French and answer questions about it. Students use their own devices to watch the video and access the test, but are supervised (either in the classroom or via Zoom) by course staff. Internal students use headphones, external students turn their microphones off, but cameras on.

Students are asked to write a response to a question about their assigned reading during their tutorial.

Students complete their exam papers whilst being invigilated through Zoom focus mode which allows not only a view of the student and their immediate surrounds, but also allows for the student’s screen to be shared with staff.