Underpinned by the principles of authentic assessment, this task gives students an opportunity to be a ‘consultant’ focused on improving the visitor experience in the design of a tourism operation. It builds on a previously submitted written assessment task (Critique of Visitor Site) in which students visited a tourist site of their choice to critique the design and management of the visitor experience from the perspective of a target market (e.g.

This Oral Exam format (approximately 10 minutes) tests mastery of ideas and texts while building oral presentation skills, especially rhetorical adroitness.

Beginner level language students use Flip to produce informative videos for an external audience: high school students visiting Brisbane

Students who have completed their semester abroad reflect on this experience to provide concrete advice on the Study Abroad experience in a pre-departure briefing or information session for students who are currently considering an exchange experience.

In this assessment item students are asked to do a brief presentation on a character or theme from a course text. They are then asked questions (that they have not seen prior to the assessment) about the text and other course material. Both the presentation and question answers must be given in French. The task is designed to assess their comprehension of the course material and their fluency and spontaneity in French.

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.  

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.