Students access on-line interactive simulations that allow the exploration of physical systems. They have control over the key parameters which they can actively change and observe the impact on the system under study. The assessment item requires them to explore a particular aspect of the simulation, demonstrating an understanding of the underlying physical processes. A variety of simulations are available across the internet for use across different discipline areas.

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).

This end-of-semester examination involves providing students with a court ruling on a medical case that most will not have come across until that point. Students are expected to read the case under exam conditions, and bring their learning over the course of the semester to bear on their interpretation of the salient medical and legal points raised, determining their ethical implications. This is then tested over a number of multiple choice questions delivered via Examsoft.

Students write a 1500 – 2000 word document (in a form decided by the convenor) in the language being taught. This is paired with an oral presentation based on the written piece. Students are assessed on grammatical proficiency and their ability to conform to stylistic conventions of the written genre.

In place of a practical exam groups of 4 students record 4 x 7 min video tasks (each student takes the lead role in one task but shares responsibility across all tasks). Filming the video is less stressful than a prac exam, encourages repeated practice and peer assisted learning. Moderation with fewer examiners achieves more consistent marking/feedback.

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.

Designed as part of an active, applied learning pedagogy, this assessment sees students conduct a live interview or conversation with a peer, with the aim of demonstrating their proficiency in a relevant practical skill or piece of theoretical knowledge. Although performed in pairs, students are marked individually for their contributions.

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.

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.

Short (15-20 minutes) in-class practical quizzes in which students rotate around a room of artefacts. Designed to teach and test practical skills and/or the practical application of knowledge, these quizzes are most effectively administered intermittently (2-6 per semester) to test cumulative knowledge and to provide regular feedback on their learning.