In this assessment students are asked to collect and analyse some basic qualitative and quantitative data from a site of their choosing, and then present their findings. Students are asked to choose a site to collect their data (examples of sites can be provided but they can also be given freedom to choose one that is not listed in the examples). They are then asked to design a research question, collect some basic quantitative data and qualitative data that relates to the themes of the course, conduct some basic analysis (in the case of quantitative typically just some frequencies), link their findings to existing academic literature, and present their findings in their tutorial.

In this assessment students choose a piece of contemporary media and discuss the issues it raises using academic literature. Students are given some restrictions on the media they can choose such as what topic the chosen media should discuss, what forms of media they can choose from, or when the media was released. Students select a media item and read it in order to identify an issue, or several related issues, which relate to the themes of the course. Using the issue/s as a foundation they write their own research question and answer it using the academic literature.

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.

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.

Small group and whole class discussions, mind mapping, individual reflection and readings culminate in a collaborative 300-word synthesis (pitch)

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.