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.

Following a Team-Based Learning (TBL) pedagogy, students are placed into teams of 6-9, and act as the Executive of an Organisation. Confronted by changes in the organisation's internal and external environments, they apply theory from key frameworks in strategic management theory to make strategic decisions on behalf of their organisation.

This practice-led technique integrates design/production methods to execute a multifaceted project. The piece can take any form as process is emphasised over output. The technique comprises several scaffolded assessments: an oral pitch/proposal (20%); workbook (10%); portfolio (prototype + report) (50%); and reflection (20%).

In VETS3070, we use multiple Objective Structured Practical Examinations (OSPEs) to evaluate student procedural skills. The first OSPE assesses clinical examination skills and the second OSPE examines surgical and anesthesia skills. In both examinations, complex procedures which are considered impossible to assess without significant subjectivity were dissected into discrete components that could be objectively assessed.

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.

Students complete an intensive field project (7-10 days) to produce a professional portfolio of authentic digital and/or written works. Fieldwork involves a course trip to an overseas location or high profile domestic event (e.g. 2014 G20 Summit). Students research and prepare proposals/pitches prior to fieldwork in consultation with course coordinator/s.

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 assessment is based on the work that a typical 1st year to 5th year graduate would do as an investment analyst. They are required to work in a team of four and complete extensive research and analysis of a company, it's industry and competitors. Then develop a rigorous financial model to value the company and write an in depth report for an investment committee to recommend buying or selling this investment.

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.