As part of a progressive series of seminars, this assessment item acts as the culminating piece for each seminar. The default submission format is a written piece lodged via Turn-It-In of between 750-1500 words - with greater weight allocated to the assessment items as the seminars progress. Because of the nature of the cohort (practising sport coaches) and the level of the program (post-graduate study), students are offered a degree of choice within each seminar (e.g. topic focus and submission format). Students are supported through this process through the seminar structure of reading week, discussion week, assessment week).

The Virtual Business Enterprise (VBE) is a digital learning resource consisting of a number of small retail businesses. Each semester student groups are allocated a VBE business and these groups 'trade' in 2 sessions across the semester. After each session, a complete set of financial statements is generated for each business. The final set of financial statements is used as a starting point for the business plan assignment linked to the VBE exercise.

This assessment consists of three assessable tasks linked to an online airline simulation that learners complete throughout the semester. Learners are grouped into teams to set up, manage and operate their airline. The first assessment task is a 5-6 minute video proposal and contributes 15% of the final grade for the unit. The next assessment task requires students to write an annual report based on the performance of their airline after four quarters. This task is weighted at 15% and is also a team-based assessment. A further 10% is allocated to teams based on various simulation performance metrics.

This is a live industry assessment that required students to work on a feasibility analysis for an innovation for a Tourism or Hospitality organisation. Students worked in self assigned teams of four to develop a 4000 word report that provided our industry partners with a market analysis, an analysis of the Political, Economic, Social and Technological (PEST) environments and recommendations as to how best develop the innovation and take it to market. This WIL industry partnered assessment resulted in the development of student / industry relationships as students were encouraged to engage with their allocated industry partner to guide the focus of their reports.

This assessment is based on the work that a typical 1st year to 5th year graduate would do as an investment analyst. They are required to work in a team of four and complete extensive research and analysis of a company, it's industry and competitors. Then develop a rigorous financial model to value the company and write an in depth report for an investment committee to recommend buying or selling this investment.

Completed in pairs, this assessment sees students work collaboratively to produce a creative media output and an accompanying rationale detailing and justifying the stylistic choices made (in the case of MSTU1001 students produce a section of film storyboard). Students are marked on their grasp of relevant conventions and theories.

Designed with an explicit focus on developing writing skills in first year students, this assessment adopts a design approach to a staged writing project. This assessment is divided into several scaffolded tasks that must be completed and submitted cumulatively throughout the semester.

Students submit an argumentative piece on a contemporary topic relevant to their discipline of study. Pending staff approval, students can submit this assessment in a number of written or multimodal formats such as an editorial for The Conversation, a government report, or a short audio-visual documentary.

Informed by an active learning pedagogy, this technique sees students co-create an online wiki to which contributions are individually marked. Students work collegiately to prosecute an overall argument that responds to a set question, but receive marks for the quality of their individual input; which addresses potential discrepancies in contribution.

This task-based, computer assisted language learning assessment sees students record and upload weekly audio files responding to questions or prompts from course coordinators. This is a practical means of extending spoken language learning beyond contact hours in a way that provides students with personalised feedback and opportunities for rapport building.