Students imagine curating an event relevant to their industry (e.g. film festival, museum exhibition, congress, conference proceedings etc.) and develop a series of program notes (accompanied by a rationale) relating to the production. Students utilise scholarly databases to complete the task and can create programming notes using Cirrus (online exhibition platform).

This end-of-semester examination involves providing students with a court ruling on a medical case that most will not have come across until that point. Students are expected to read the case under exam conditions, and bring their learning over the course of the semester to bear on their interpretation of the salient medical and legal points raised, determining their ethical implications. This is then tested over a number of multiple choice questions delivered via Examsoft.

This task sees students participate in a four week Simulation Role Play in an area specific to their discipline of study. Students work in groups to assume the role of specific stakeholders/actors within the simulation . Rather than the simulation itself, students are assessed on an Operation Plan and a Final Report.

In small groups (2-4) students liaise with an external client organisation and conduct stakeholder engagement to produce a report or output that aligns with client needs. In the case of COMU7013, students design, conduct, analyse, and report on, a participatory needs and opportunity assessment relating to a simple, real-world issue.

Delivered as part of a flipped classroom approach, this assessment encourages and rewards students who engage with content before designated class-time. Students complete feedback-rich , online quizzes (via Blackboard) related to the weekly content which serve to increase pre-class reading, engagement and learning, and form the basis for robust in-class discussions.

How do we teach and assess research skills in the era of AI? This assignment replaces the historical research essay with a scaffolded assessment of qualitative research process. It cultivates historical curiosity; requires students to design a research project ; find, present, annotate, evaluate and contextualise authentic primary sources; and draw conclusions.

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

Flip is an online video -based social learning platform, that allows students to see each other online, learn from one another through vlogging, and connect to each other on a socio-emotional level, in their own time (asynchronously). Students can provide video responses to other students or teacher and can provide private or open feedback to all students.

Designed with an explicit focus on developing students writing capabilities (especially in relation to professional and/or vocational genres), this assessment sees students produce weekly written pieces of varying genres for which they receive qualitative feedback. Students must then choose 4 of these written pieces for revision and inclusion in a summative online portfolio portfolio .

This authentic assessment sees students collaborate to prepare and present a 5-minute pitch aimed at a hypothetical funding body. The imagined context is that this will precede a hypothetical five thousand dollar grant application for a product or project relevant to a specific disciplinary content or area of professional practice.