One of the most common criticisms of law students on clinical placements is that they lack telephone communication skills. Speaking confidently over the telephone is an important part of working with clients, especially in law where advice is often provided over the phone. The 'phone a friend' task meets two aims at once: ensuring students have prepared for class, and encouraging them to develop their oral communication skills when using the telephone.

In small groups students present an article review in dedicated tutorial time. Groups create a Pinterest page in which they collate and curate digital material relevant to their topic. Audience members use Padlet (an online notation tool) to comment on presentations in real time (via personal smartphones) to inform discussion.

In this authentic assessment students write a number of 700-word policy briefing notes. The aim is for students to critically evaluate current economic policy and provide their own policy recommendations. The assessment's innovations focus on the ability of students to connect and transfer economic theory to real-world policy problems and how students obtain feedback, which develops their skills over time.

The Clinical Case Presentation (CCP) is an exercise in which students demonstrate their skills in assessing a patient's problem/s, with specific emphasis on the relevant clinical and investigative findings, the diagnosis and the current and potential future management plans. Furthermore, the student is expected to read around the surgically relevant or related aspects of the case and be expected to discuss these with the examiner during the presentation.

Small group and whole class discussions, mind mapping, individual reflection and readings culminate in a collaborative 300-word synthesis (pitch)

Students are set discipline-specific problem-based exercises for completion during class. The objective is to craft a written response (1500 words) to the problem, or use group collaboration to develop and deliver a 10-15 minute presentation proposing a solution. This assessment requires active problem solving and engagement with relevant web sources.

ENGG1600 is a course which embeds research into the undergraduate degree in first year. Assessment is authentic - no exam - instead students work towards a final conference at which they present and for which they have had to write a conference paper (using Nature guidelines).

Designed to creatively encourage application of course themes and discipline-specific theory and concepts, this task requires students to select a book (from a list of relevant texts) and construct a 1000 word review. Attention should be paid to addressing the effectiveness of various texts to engage complex or abstract ideas.

Completed in pairs, this assessment sees students work collaboratively to produce a creative media output and an accompanying rationale detailing and justifying the stylistic choices made (in the case of MSTU1001 students produce a section of film storyboard). Students are marked on their grasp of relevant conventions and theories.

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.