The Clinical Case Presentation (CCP) is an exercise in which students demonstrate their skills in assessing a patient's problem/s, with specific emphasis on the relevant clinical and investigative findings, the diagnosis and the current and potential future management plans. Furthermore, the student is expected to read around the surgically relevant or related aspects of the case and be expected to discuss these with the examiner during the presentation.

Student teams will practice with and apply our brand strategy model and methods to a real world brand of their choosing. The project involves qualitative and quantitative consumer research, so that students learn brand analysis not based on the students' own opinions of the brand but on the evidence of consumer perceptions of the brand. Students analyse the current brand strategy and recommend a complete brand strategy plan. This project will help students learn the theory, will help students understand how it is applied, and will help students acquire the skill of how to do a brand audit.

In small groups students prepare an oral presentation in which they draw on key disciplinary outputs to discuss a topic relevant to the course content. Additionally, students must individually provide peer feedback/reflections for two other group presentations, the form of which is to be decided by the student.

Designed as part of a research-led learning environment, this assessment is comprised two scaffolded assessments; a 30-minute oral presentation and an extended research essay (6000-8000 words). This assessment has been successfully administered as part of UQ's interdisciplinary (Law and Political Science and International Studies) Trafficking Persons Working Group.

Students choose a specific theory, or theoretical perspective, and apply this to an object analysis (of a cultural object, practice, or phenomena). This analysis is to be presented in the format of a poster. Students field questions from staff and students in relation to their poster during a roaming exhibition stanalysis (of a cultural object, practice, or phenomena). This analysis is to be presented in the format of a poster. Students field questions from staff and students in relation to their poster during a roaming exhibition style Q&A.

This practical task see students complete an oral performance during dedicated class time in response to some form of in-situ stimuli, such as a live presentation or audio-visual material. In JAPN7200, students attend weekly live interpreting forums and must orally interpret (from English to Japanese) speeches delivered by guest speakers.

Akin to an oral exam, but with a pedagogical emphasis on reflexivity and relational education, this assessment sees students respond to a question or prompt via a reflexive presentation and a dialogue with course staff where they speak to salient elements of their learning in relation to course themes.

This workbook technique uses progressive learning pedagogies to inform weekly activities that dynamically build on course content. Through formative and summative tasks, students complete one activity per week for the course duration. Feedback is regularly provided for formative tasks to enhance engagement and promote learning outcomes for higher-level summative tasks.

This student-driven assessment is designed to promote confidence and competence in peer-led practical demonstration. It comprises a lesson plan or seminar notes, and a 15-20 minute teaching demonstration that aligns with a curriculum or discipline. Students showcase their demonstration to peers in class time and facilitate interactive participation and discussion.

This authentic assessment sees students work both individually and in small groups to produce a governmental policy submission. This scaffolded assessment includes a number of progressive tasks due throughout the semester, including a brief oral presentation, a draft policy proposal, a background and issues document, and the final policy submission.