This peer-reviewed conference abstract is the second of three assessment pieces in SWSP1012 - Social Being: Power, Structure and Agency, at the end of which students will be ready to present a paper at a fictitious conference entitled Advancing Human Rights, Social Justice, and Respect for Diversity in Australia Today.

This Oral Exam format (approximately 10 minutes) tests mastery of ideas and texts while building oral presentation skills, especially rhetorical adroitness.

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

Students who have completed their semester abroad reflect on this experience to provide concrete advice on the Study Abroad experience in a pre-departure briefing or information session for students who are currently considering an exchange experience.

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.

In this assessment item students are asked to do a brief presentation on a character or theme from a course text. They are then asked questions (that they have not seen prior to the assessment) about the text and other course material. Both the presentation and question answers must be given in French. The task is designed to assess their comprehension of the course material and their fluency and spontaneity in French.

Students are required to complete an individual assignment (20%) on conducting fundamental analysis of a listed company. This company will later be included in the team project (20%) for students to conduct extensive analysis. The team project is followed by a live Q&A session (10%) and a compulsory peer assessment evaluation. These authentic assessments use real-world data to encourage students to think critically and apply textbook-based knowledge to real-world situations.

Students are randomly assigned 2 questions from a bank of questions that cover most of the course material. They are then asked to write their answers on the blank paper provided. Students are observed whilst writing. Each student is then questioned for 15 minutes, and this oral component is video recorded. They are first questioned about their written responses and must defend their answers (staff highlight any mistakes or gaps in their responses). They are then asked further questions about other aspects of the course.  

One of my elective law courses, Asian Legal Systems, presented a challenge. As well as enabling students understand how law and legal institutions in Asia operate in different and distinctive ways, the design of this comparative law course was to facilitate discussion and the sharing of perspectives thus maximising student input. Keeping these dynamics alive in Zoom classes led to several modifications in assessment.

In order to assess student preparedness for the transition to the clinical-phase of the BVSc, students are assessed by a VIVA Vocce examination at the end of their 3rd year. The VIVA examination is a one-hour examination split between a written and oral component. Exam content is highly integrated and assesses content taught from each of the five 3rd year BVSc courses taught. Students are assessed against a standard rubric for their ability to identify problems, pathologic processes that may explain these problems, diagnostics, diagnoses, therapeutics, as well as professional communication.