Designed to encourage students to participate in discipline specific real-world discussions, this assessment sees students post in the 'comments' section of online news websites, using either the originally posted article or an existing comment as stimuli. Students write a total of three comments, the best two of which are marked.

Appropriated from traditional philosophical teaching methods, this assessment sees students complete three 'disputations' throughout the semester in which they articulate and debate opposing positions in relation to a set question or topic based on course content. The aim is to deepen students understanding of, and ability to articulate, core course concepts.

Throughout the semester students are asked to participate in online discussions of the course content. This task works really well for topics that have a visual component but could be used in other courses.

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.

Students complete two online tests across the semester as part of their progressive learning and assessment for the course. The tests are delivered through the Blackboard exam tool and are written and maintained by the course coordinator. Test questions are developed within the decision-making framework introduced in the course. Each test opens for several days and students are given two attempts at each test.

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

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.

Designed as part of an active, applied learning pedagogy, this assessment sees students conduct a live interview or conversation with a peer, with the aim of demonstrating their proficiency in a relevant practical skill or piece of theoretical knowledge. Although performed in pairs, students are marked individually for their contributions.

This authentic assessment sees students work collaboratively in groups to engage an external participant group in the production of media output based on topical and generative themes selected by the organisation participant through processes of facilitation and discussion.