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.

Practitioners often criticise higher education curricula for the disconnect between theory and practice. I designed this authentic assessment (case studies, team-based assignments, report writing) to 'inoculate' my students with managerial challenges (e.g. conflict management) while connecting theory and practice to resolve these challenges in the real world of work.

This task sees students participate in a four week Simulation Role Play in an area specific to their discipline of study. Students work in groups to assume the role of specific stakeholders/actors within the simulation. Rather than the simulation itself, students are assessed on an Operation Plan and a Final Report.

Flip is an online video-based social learning platform, that allows students to see each other online, learn from one another through vlogging, and connect to each other on a socio-emotional level, in their own time (asynchronously). Students can provide video responses to other students or teacher and can provide private or open feedback to all students.

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.

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 assessment consists of three assessable tasks linked to an online airline simulation that learners complete throughout the semester. Learners are grouped into teams to set up, manage and operate their airline. The first assessment task is a 5-6 minute video proposal and contributes 15% of the final grade for the unit. The next assessment task requires students to write an annual report based on the performance of their airline after four quarters. This task is weighted at 15% and is also a team-based assessment. A further 10% is allocated to teams based on various simulation performance metrics.

This authentic assessment sees students work both individually and in small groups to produce a governmental policy submission. This scaffolded assessment includes a number of progressive tasks due throughout the semester, including a brief oral presentation, a draft policy proposal, a background and issues document, and the final policy submission.

Underpinned by a problem-based learning pedagogy (PBL), this assessment sees students attend weekly workshops where they are presented with a scenario based on weekly course content (and related to a contemporary, real-world issue). Students work in small groups to formulate a response or solution to the problem/s, discussed in class.

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.