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 portfolioportfolio.

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.

In small groups students prepare an oral presentation in which they draw on key disciplinary outputs to discuss a topic relevant to the course content. Additionally, students must individually provide peer feedback/reflections for two other group presentations, the form of which is to be decided by the student.

In place of a practical exam groups of 4 students record 4 x 7 min video tasks (each student takes the lead role in one task but shares responsibility across all tasks). Filming the video is less stressful than a prac exam, encourages repeated practice and peer assisted learning. Moderation with fewer examiners achieves more consistent marking/feedback.

Collectively worth 10%, this assessment replaces tutorial participation marks. It encourages collaborative reflexivity through weekly electronic group journals and peer assessment. In small groups students craft 200-300 word responses to experiential questions, uploading to Blackboard. Suited to introductory/elective courses, this technique focuses on applying foundational disciplinary knowledge to personal experience.

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 learning experience (and accompanying assessment) sees students travel to an oversees destination and engage in extended, experiential learning. Students are required to complete a combination of on-site assessment such as practical fieldwork, fieldwork journals and presentations, as well off-site assessment such as final research essays based on fieldwork.

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.