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.

Students are asked to write a response to a question about their assigned reading during their tutorial.

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.

Real world interactive scenario for professional and ethical decision making challenges. Built for 4th year Dentistry students and assessed with a personal reflection driven by targeted questions, and with a marking matrix embedded.

Work Integrated Learning (WIL) requires assessment in the field. This course assesses students on reflective journal and two clinical case studies.

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.

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.

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 a low weighted, in-class activity to increase student engagement and to foster skills in facilitation and leadership, this assessment sees students take on the role of leading various small activities. These may include preparing the learning environment, facilitating a class warm-up activity, or hosting a mid-class break.

Students choose a specific theory, or theoretical perspective, and apply this to an object analysis (of a cultural object, practice, or phenomena). This analysis is to be presented in the format of a poster. Students field questions from staff and students in relation to their poster during a roaming exhibition stanalysis (of a cultural object, practice, or phenomena). This analysis is to be presented in the format of a poster. Students field questions from staff and students in relation to their poster during a roaming exhibition style Q&A.