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.

Following a Team-Based Learning (TBL) pedagogy, students are placed into teams of 6-9, and act as the Executive of an Organisation. Confronted by changes in the organisation's internal and external environments, they apply theory from key frameworks in strategic management theory to make strategic decisions on behalf of their organisation.

Students are assigned an extract from a draft manuscript (developed by a practicing author), for which they produce a professional editorial report. Students actively use skills taught throughout the course to make reasoned suggestions that improve the quality of the work, and may ultimately be realised in published copy.

Students choose a material object from a specific collection (in the case of ANTH2208 the UQ Anthropology Museum) on which they must conduct an extended analysis over the duration of a semester. This object-centred learning assessment is divided into two components, an initial report and final research essay.

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.

Designed explicitly to provide student flexibility and cater to diverse learning styles, this technique has students produce a piece of written or audio-visual content in response to a provocation from a course practicum or theoretical perspective. Content can take numerous forms including a blog, critical review, documentary, or reflexive essay.

In this skills-oriented assessment, students are asked to identify a contemporary policy issue and make a clear and succinct case for policy change in the form of a short (2 page) ministerial policy recommendation or brief. Students also provide an additional list of (scholarly) sources consulted in preparing their recommendation.

Work Integrated Learning (WIL) requires assessment in the field. This course assesses students on reflective journal and two clinical case studies.

This practice-led technique integrates design/production methods to execute a multifaceted project. The piece can take any form as process is emphasised over output. The technique comprises several scaffolded assessments: an oral pitch/proposal (20%); workbook (10%); portfolio (prototype + report) (50%); and reflection (20%).

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.