This is a longer, more open-ended and creative task that may serve as the final assessment of the course. The assessments in this section are particularly, but not exclusively, suitable in combination with the thematic unit Language and Text, Mediating place attachment, Genre and place attachment and Perspectives and place attachment.
Students produce one longer, comprehensive piece of creative output. The educator may choose (a) specific genre(s) they are familiar with or let students decide more freely, possibly after discussing with the educator. Products may include creative non-fiction, fiction, poetry or drama, a blog post, a film or film script, a podcast or podcast script, an artwork, etc.
To ensure the academic quality of the assignment and also that the focus remains with academic skills rather than technical (or creative) skills, it may be useful to pair the creative assignment with a more traditional form of assessment, such as an oral exam, written response paper, or simple commentary, in which students reflect on their creative work. In case students are allowed and choose to create projects that require technical skills they do not yet have, educators are advised to beware that students may be tempted to spend a lot of time and resources on developing those technical skills, rather than on the academic skills that the course focuses on. They are advised to clearly address this issue, and their expectations of students, in class.