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.

In-class listening comprehension test, delivered via Blackboard Quiz or Inspera: students watch a short video in French and answer questions about it. Students use their own devices to watch the video and access the test, but are supervised (either in the classroom or via Zoom) by course staff. Internal students use headphones, external students turn their microphones off, but cameras on.

Students are asked to write a response to a question about their assigned reading during their tutorial.

Students complete their exam papers whilst being invigilated through Zoom focus mode which allows not only a view of the student and their immediate surrounds, but also allows for the student’s screen to be shared with staff.

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.  

Every week of semester students are required to use Padlet to write a reflection using concepts and theories from the week's lecture, readings, and from other resources such as academic and media articles, open blogs, images, video and social media.

In this authentic assessment students write a number of 700-word policy briefing notes. The aim is for students to critically evaluate current economic policy and provide their own policy recommendations. The assessment's innovations focus on the ability of students to connect and transfer economic theory to real-world policy problems and how students obtain feedback, which develops their skills over time.

One of my elective law courses, Asian Legal Systems, presented a challenge. As well as enabling students understand how law and legal institutions in Asia operate in different and distinctive ways, the design of this comparative law course was to facilitate discussion and the sharing of perspectives thus maximising student input. Keeping these dynamics alive in Zoom classes led to several modifications in assessment.

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.