The 'AI Debate' is an authentic, interactive assessment in which students examine how artificial intelligence is reshaping individuals, organisations and the future workforce. Through a live debate and AI-supported reflection, students critically evaluate competing perspectives, communicate evidence-based arguments, and demonstrate independent judgement, constructive engagement and critical literacy.

Students develop a personalised ethical decision-making framework for mental health practice through critical engagement with ethical theory, professional standards, and relevant literature. They then apply and evaluate the framework using generative AI, critically reflecting on ethical risks, professional judgement, bias, confidentiality, client safety, and the appropriate integration of AI in practice.

The ‘Practical Demonstration’ is an authentic, inclusive and secure assessment where students act as business analysts, responding to a workplace-style briefing using a previously unseen dataset. Working under invigilated exam conditions, students apply data analysis, visualisation, predictive modelling, and communication skills to deliver evidence-based insights for decision-making while demonstrating industry-relevant analytical, problem-solving, and professional capabilities.

Students form groups and collaboratively complete supervised paper-based tasks

The Management Consultant Briefing is an authentic Interactive Oral Assessment where students act as tourism consultants, presenting evidence-based recommendations to improve visitor experiences. Engaging in a professional conversation, students apply disciplinary knowledge, justify decisions, and respond to client questions while developing industry-relevant communication, problem-solving, and professional skills.

Following a Team-Based Learning (TBL) pedagogy, students are placed into teams of 6-9, and act as the Executive of an Organisation. Confronted by changes in the organisation's internal and external environments, they apply theory from key frameworks in strategic management theory to make strategic decisions on behalf of their organisation.

Delivered in an active learning environment, this work-integrated learning experience and authentic assessment task requires preparation of a written and diagrammatic report. Students critically analyse a given construction detail in 4-dimensions using an interactive digital learning environment, then apply their learning to a 3-dimensional analysis and resolution of two construction details derived from a team-based schematic design completed in the previous assignment.

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).

Students work in teams to collate and critically analyse a building site, and precedent building designs, that they will use for an individual design later in semester. They learn to work quickly in teams and to critically reflect on their own and team-mates work, in studio. The work is jointly presented in modified 'pecha kucha' style (20 slides for 30 seconds each only) to further share their ideas with the rest of the studio cohort.

As part of a progressive series of seminars, this assessment item acts as the culminating piece for each seminar. The default submission format is a written piece lodged via Turn-It-In of between 750-1500 words - with greater weight allocated to the assessment items as the seminars progress. Because of the nature of the cohort (practising sport coaches) and the level of the program (post-graduate study), students are offered a degree of choice within each seminar (e.g. topic focus and submission format). Students are supported through this process through the seminar structure of reading week, discussion week, assessment week).