In this assessment, students play the role of a central banker. They are required to identify and use appropriate data and information to analyse the state of the Australian economy, decide the next appropriate monetary policy action, and to communicate their decision and rationales in the format of a policy statement similar to the Reserve Bank of Australia's monetary policy media release/statement.

Flip is an online video-based social learning platform, that allows students to see each other online, learn from one another through vlogging, and connect to each other on a socio-emotional level, in their own time (asynchronously). Students can provide video responses to other students or teacher and can provide private or open feedback to all students.

Students are asked to write a reflective essay about their project that includes a description of critical incidents, reflection of personal change, and a supporting visual element.

ENGG1600 is a course which embeds research into the undergraduate degree in first year. Assessment is authentic - no exam - instead students work towards a final conference at which they present and for which they have had to write a conference paper (using Nature guidelines).

Work Integrated Learning (WIL) requires assessment in the field. This course assesses students on reflective journal and two clinical case studies.

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).

In Phase 2 (the clinical years) of the MD program in the Faculty of Medicine, students collect evidence of observed practice of core clinical skills - Mini Clinical Evaluation Exercise (Mini-CEX), Direct Observed Procedural Skills (DOPS) and Compulsory Observed Procedural Skills (COPS). They also lodge Clinical Participation Assessments for each clinical rotation. The overarching aims of the Workplace Learning Portfolio course are intern readiness, to be observed practicing core skills and receive feedback, and to use that feedback to continue to grow and develop.

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.