Developed in recognition of the need to function in a highly digitised culture, this assessment focuses on the affordances of social media platforms (specifically Pinterest and Padlet) as pedagogic tools. In groups of 2-3 students review an allocated weekly reading and present their findings to their peers in dedicated tutorial/class time.

Developed as a means of teaching the application of disciplinary and other scientific techniques to discipline-specific problems and contexts, this assessment sees students respond to a real or simulated site of artefacts (an assemblage) by performing analysis and producing a written report that conforms to the conventions of the relevant field of study or vocational setting.

There were three components to this groupwork assessment.

Each student team chooses a real world brand of interest to them to do a Brand Strategy Audit. They apply our branding model and methods to this brand. The core model is the customer-based brand equity model, and students measure and analyse the customer-based brand equity of their chosen brand. They conduct a focus group to identify consumers’ key beliefs and feelings about this brand. They measure the level of the identified brand attributes with a bigger sample size by survey research. Strengths and weaknesses of the brand are identified.

Students complete a large clinical service development project in teams of four over a 10 week period using an action learning approach – this is a pass/fail component assessed by their clinical supervisor. During the semester, student teams attend five set meetings at which one student from each team presents an update on their project and facilitates discussion.

At the start of semester, students are asked to find a partner in the class – someone they don’t know, or don’t know very well. They are asked to exchange phone numbers.