Students are required to complete an individual assignment (20%) on conducting fundamental analysis of a listed company. This company will later be included in the team project (20%) for students to conduct extensive analysis. The team project is followed by a live Q&A session (10%) and a compulsory peer assessment evaluation. These authentic assessments use real-world data to encourage students to think critically and apply textbook-based knowledge to real-world situations.

Students are randomly assigned 2 questions from a bank of questions that cover most of the course material. They are then asked to write their answers on the blank paper provided. Students are observed whilst writing. Each student is then questioned for 15 minutes, and this oral component is video recorded. They are first questioned about their written responses and must defend their answers (staff highlight any mistakes or gaps in their responses). They are then asked further questions about other aspects of the course.  

Concepts and skills are developed over a semester to design an interactive computer program for a hypothetical museum exhibition. By providing structure while leaving some aspects unspecified, students make creative choices and combine skill sets, and demonstrate mastery to meet the objective of inspiring patrons. Clear and relevant communication to the end-user is a top priority.

In order to assess student preparedness for the transition to the clinical-phase of the BVSc, students are assessed by a VIVA Vocce examination at the end of their 3rd year. The VIVA examination is a one-hour examination split between a written and oral component. Exam content is highly integrated and assesses content taught from each of the five 3rd year BVSc courses taught. Students are assessed against a standard rubric for their ability to identify problems, pathologic processes that may explain these problems, diagnostics, diagnoses, therapeutics, as well as professional communication.

In VETS3070, we use multiple Objective Structured Practical Examinations (OSPEs) to evaluate student procedural skills. The first OSPE assesses clinical examination skills and the second OSPE examines surgical and anesthesia skills. In both examinations, complex procedures which are considered impossible to assess without significant subjectivity were dissected into discrete components that could be objectively assessed.

In this summative e-delivered assessment students develop a case formulation in which they synthesise key aspects of a written vignette to provide a cohesive narrative of the reasons for the clinical presentation and vulnerability and strengths of the individual described in the vignette, adhering to strict character limits.

In this role-play students learn to position themselves in the roles of different stakeholders, develop strategies for negotiation and decision-making and need to be able to identify interests, goals and power hold by each stakeholder.

In place of a practical exam groups of 4 students record 4 x 7 min video tasks (each student takes the lead role in one task but shares responsibility across all tasks). Filming the video is less stressful than a prac exam, encourages repeated practice and peer assisted learning. Moderation with fewer examiners achieves more consistent marking/feedback.

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.