This assessment has students design a multimodal poster including text, images and visual design elements as an inquiry into a topic of disciplinary relevance. This technique has successfully trialled in the School of Education where it functions to introduce pre-service teaches to inquiry-based pedagogical models, but serves all HaSS disciplines.

This five part assessment task (presented in a Blackboard learning module) is designed to build foundational research skills, provide meaningful engagement with library resources, and prepare students for a major assessment item.

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.

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.

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.

As a class, students participate in a real-world translation project which may be published subject to the editor's and author's approval. Students are placed in teams and work collaboratively to translate an allocated portion of the text.

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.