Skills Demonstration

Overview

Skills demonstration assessment transforms theoretical television production knowledge into authentic, real-time industry experience through collaborative live TV show creation. This assessment model integrates comprehensive scaffolding, strategic role assignments, and immediate feedback processes that mirror professional broadcasting standards. By embedding students in simultaneous multi-role production environments, this approach ensures both technical competency and collaborative skills essential for television industry success, emphasising human creativity and skill with tools rather than replacement by technology.

About my unit: Faculty of Humanities | Under 50 students | In-Person | Individual work/Group work  

Sally Goldrick from Curtin University’s School of Media, Creative Arts & Social Inquiry shares her innovative approach to assessing Television Studio Production students through real-time TV show creation. This hands-on, collaborative assessment sees teams of eight students working simultaneously across multiple roles – from control room operations to studio floor direction – mirroring authentic industry conditions and pressure.

The assessment is comprehensively scaffolded with strategic role assignments based on observed performance and peer feedback, followed by immediate, specific feedback while the experience is fresh, plus detailed reflective analysis through the learning management system. Students must also submit role-specific documentation demonstrating continuous skill development throughout the semester. Sally emphasises how this Lane 1 secured assessment maintains its relevance in an AI-enhanced world by focusing on human creativity and skill with tools rather than replacement by them, successfully bridging academic learning with industry reality through partnerships with organisations like the Fremantle Dockers and Indigenous communities for NITV productions.

Suggested Marking Criteria

Note: Marking criteria and weighting are suggested guidelines. Specific descriptions should be adapted to relevant content and learning objectives.