Lane 1 Assessment
Students propose and create digital projects (videos, podcasts, websites) that explore course concepts through structured creative work.
Digital Artefact Pitch assessments are two-part creative projects where students first propose, then create original digital content that explores key ideas from their course. Instead of writing traditional essays, students might make TikTok videos, podcasts, interactive websites, or other digital formats to communicate complex concepts to real audiences.
This assessment works in stages: students start by pitching their project idea, receive feedback, then spend several weeks creating their digital work before presenting it to classmates. The structured approach supports students with different technical skills while encouraging creative exploration.
“What I love about this assessment is watching students become digital culture critics through creation rather than just consumption. When they have to make something that works on YouTube or TikTok for real audiences, they suddenly understand platform politics and algorithmic culture in ways no lecture could teach.”
Faculty of Humanities
About my unit: Faculty of Humanities | 50-100 students | Hybrid | Individual work
I created this assessment because traditional media essays felt disconnected from how students actually engage with digital platforms. This dual approach lets students plan thoroughly through the pitch, then create something that demonstrates their understanding through making rather than just writing.
The scaffolding is crucial – the pitch forces students to think through everything from concept to copyright before they start creating. Students propose anything from TikTok videos about algorithm bias to podcasts exploring streaming culture. The key is connecting creative choices to course readings about digital media convergence.
The formative feedback cycle changes how students work. After pitching, they get my feedback plus informal peer input, then weeks of development with regular check-ins. When they present their completed work to classmates, the peer review session often generates the best insights. Students become invested in each other’s projects and offer genuinely helpful suggestions.
This creates rich creative exploration opportunities. Students experiment with formats they’ve never tried – introverted students might discover podcasting, while others explore interactive media or data visualisation. The continual peer review means they’re constantly testing ideas and refining their approach based on real audience responses.
My advice
The key to success is emphasising that students should focus on clear communication of ideas rather than technical perfection. I always tell them this assessment rewards good thinking made accessible, not fancy production values.
The pitch phase is absolutely crucial – don’t let students rush through it. When they’re forced to articulate their concept, audience, and approach upfront, they avoid the common trap of creating something that looks good but doesn’t actually communicate anything meaningful. The feedback at this stage saves everyone time later.
Build in multiple check-in points during development. Students often get stuck or drift from their original concept, so regular brief consultations help keep projects on track. I also encourage them to test their work on friends or family before the peer presentations – if their grandparent doesn’t understand their explanation, they need to simplify.
Note: Marking criteria and weighting are suggested guidelines. Specific descriptions should be adapted to relevant content and learning objectives.