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 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.

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 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 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.