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 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.

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 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).

Students travel to a relevant cultural institution or public space (e.g. gallery, museum, landmark), imagining they are appointed as industry experts, curators, attachés or tour guides. In groups, each student delivers a brief presentation on an assigned piece (e.g. artwork, artefact, or monument) so as to replicate professional presentation contexts.

Students are each assigned a different discipline-specific piece of equipment or technology and must give a presentation during class time outlining its key features and functions This assessment is designed to create a collaborative learning environment that introduces students to the relevant materials and technologies used within their discipline.

Students visit a contemporary showcase relevant to their discipline (e.g. an art or museum exhibition, public speech, music or theatre production, etc.) and write a critical review in response. The appraisal should respond to key disciplinary issues introduced throughout the course), and mimic the tone of a specific industry publication.

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.

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.

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.