One of my elective law courses, Asian Legal Systems, presented a challenge. As well as enabling students understand how law and legal institutions in Asia operate in different and distinctive ways, the design of this comparative law course was to facilitate discussion and the sharing of perspectives thus maximising student input. Keeping these dynamics alive in Zoom classes led to several modifications in assessment.

Authentic assessment, group / team work, environmental impact on public health, improving health outcomes, vlogging, scaffolding, presentation, applying learning to practice, linking course materials and learning activities with the learning objectives.

Underpinned by a pedagogical commitment to feedback rich assessment, this assessment sees students complete 10 blog posts throughout the semester; student's receive detailed feedback for five of these and are given the opportunity to incorporate this feedback into a revised version of the blog post prior to marking.

Student teams will practice with and apply our brand strategy model and methods to a real world brand of their choosing. The project involves qualitative and quantitative consumer research, so that students learn brand analysis not based on the students' own opinions of the brand but on the evidence of consumer perceptions of the brand. Students analyse the current brand strategy and recommend a complete brand strategy plan. This project will help students learn the theory, will help students understand how it is applied, and will help students acquire the skill of how to do a brand audit.

Designed as a sequential case-based online and in-class approach, students are able to scaffold their clinical skills and reasoning through developing and implementing case based assessment and management strategies of simple and complex patients. Students are assigned 6 patient cases within Week 8 of the semester of which will be similar to the cases that students are assigned in their end of semester practical examination. Students can work independently or as groups, contributing to Padlet discussions relating to each patient case. Within tutorials, designed sequentially from Week 9 to 12 (2 cases per tutorial), students work together to plan and present their clinical assessment and management of each case, with facilitation and probing from tutorial staff. Within class discussion is facilitated to explore student views and clinical reasoning whilst reflecting on best evidence based practice (Hour 1). Clinical skills practice is then facilitated where students select skills to practice in relation to the outlined case (Hour 2).

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).

In this semester-long, scaffolded assessment, students collaborate in small groups to complete a community-based research project, drawing on discipline-specific methodologies and conceptual frameworks. The assessment is divided into three tasks focusing on (1) quantitative research skills, (2) qualitative research skills, and (3) presenting key research findings.

As a class students are set a collaborative task to produce a creative item relevant to their discipline (e.g. in MUSC3020, an original Album recorded and produced by students) and attend weekly laboratory sessions focused on relevant skill acquisition. This is scaffolded with written reflections where students outline their contribution.

Students write a 500 word critical reflection on the professional and applied skills learned from undertaking a particular course of study. This is submitted at the end of the teaching period subsequent to weekly in-class worksheets (which students must have completed throughout the semester to be eligible for full marks).

This assessment introduces students to the theories, methodologies, and technologies related to the collection, modelling and analysis of digital social data. Students are required to operate a variety of data curation and analysis software systems to produce a dataset, and then perform both qualitative and quantitative analyses of these datasets.