Beginner level language students use Flip to produce informative videos for an external audience: high school students visiting Brisbane

Underpinned by the principles of authentic assessment, students are required to create an infographic and accompanying video presentation. This gives students an opportunity to develop their skills with communicating economic thinking in non-technical plain language to a range of audiences using different modes.

Throughout the semester students are asked to participate in online discussions of the course content. This task works really well for topics that have a visual component but could be used in other courses.

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.

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).

An internship, reflective activities and two reflective assessments scaffolded students to create posters evidencing their employability, graduate attributes and their unique personal brand developed in workplace projects. Articulating their abilities, showing how they added value to current and potential employers, students demonstrated how these experiences can support future transition to their careers. Posters also showing their LinkedIn profile, career ambitions and skills assessments were displayed to industry representatives who provided feedback. Posters can be used as a resource during recruitment complementing a resume.

This is a live industry assessment that required students to work on a feasibility analysis for an innovation for a Tourism or Hospitality organisation. Students worked in self assigned teams of four to develop a 4000 word report that provided our industry partners with a market analysis, an analysis of the Political, Economic, Social and Technological (PEST) environments and recommendations as to how best develop the innovation and take it to market. This WIL industry partnered assessment resulted in the development of student / industry relationships as students were encouraged to engage with their allocated industry partner to guide the focus of their reports.

Designed to encourage students to participate in discipline specific real-world discussions, this assessment sees students post in the 'comments' section of online news websites, using either the originally posted article or an existing comment as stimuli. Students write a total of three comments, the best two of which are marked.

This authentic assessment sees students work collaboratively in groups to engage an external participant group in the production of media output based on topical and generative themes selected by the organisation participant through processes of facilitation and discussion.

In small groups (2-4) students liaise with an external client organisation and conduct stakeholder engagement to produce a report or output that aligns with client needs. In the case of COMU7013, students design, conduct, analyse, and report on, a participatory needs and opportunity assessment relating to a simple, real-world issue.