This authentic assessment sees students work both individually and in small groups to produce a governmental policy submission. This scaffolded assessment includes a number of progressive tasks due throughout the semester, including a brief oral presentation, a draft policy proposal, a background and issues document, and the final policy submission.

This student-driven assessment is designed to promote confidence and competence in peer-led practical demonstration. It comprises a lesson plan or seminar notes, and a 15-20 minute teaching demonstration that aligns with a curriculum or discipline. Students showcase their demonstration to peers in class time and facilitate interactive participation and discussion.

This workbook technique uses progressive learning pedagogies to inform weekly activities that dynamically build on course content. Through formative and summative tasks, students complete one activity per week for the course duration. Feedback is regularly provided for formative tasks to enhance engagement and promote learning outcomes for higher-level summative tasks.

Students work in teams to collate and critically analyse a building site, and precedent building designs, that they will use for an individual design later in semester. They learn to work quickly in teams and to critically reflect on their own and team-mates work, in studio. The work is jointly presented in modified 'pecha kucha' style (20 slides for 30 seconds each only) to further share their ideas with the rest of the studio cohort.

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.

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.

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.

Developed as an assessment for learning (rather than assessment of learning), this scaffolded task prompts students to consider how social theory is brought to bear through personal narratives. Students use digital platforms (e.g. Pinterest) to create a fictional character profile which becomes a point of reference for progressive tutorial activities.

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).