In this assessment, students play the role of a central banker. They are required to identify and use appropriate data and information to analyse the state of the Australian economy, decide the next appropriate monetary policy action, and to communicate their decision and rationales in the format of a policy statement similar to the Reserve Bank of Australia's monetary policy media release/statement.

Students choose a specific theory, or theoretical perspective, and apply this to an object analysis (of a cultural object, practice, or phenomena). This analysis is to be presented in the format of a poster. Students field questions from staff and students in relation to their poster during a roaming exhibition stanalysis (of a cultural object, practice, or phenomena). This analysis is to be presented in the format of a poster. Students field questions from staff and students in relation to their poster during a roaming exhibition style Q&A.

Students submit an argumentative piece on a contemporary topic relevant to their discipline of study. Pending staff approval, students can submit this assessment in a number of written or multimodal formats such as an editorial for The Conversation, a government report, or a short audio-visual documentary.

In small groups students create a short YouTube video production communicating an otherwise complex or scholarly argument (developed out of an essay assessment item) in a form appropriate to an open audience. Ideally scaffolded with reflexive assessment items, this technique emphasises key workplace skills in production, messaging and interpersonal communication.

This assessment is part of a flipped classroom approach wherein students engage with content before designated class-time and are assessed to gauge formative comprehension. Students write and submit a short critical response to weekly material. These are brought to class and used as prompts for collegiate discussion and progressive improvement.

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 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.