Students are directed to a suitable on-line simulation. For example, we have a range of simulations covering mathematics and physics available on the following page: https://teaching.smp.uq.edu.au/scims/. The task sheet usually describes a set of activities that they should undertake and answer to demonstrate a good level of understanding (a grade up to a level of 5 under the university’s system).

Based on a pedagogical strategy that approaches writing as synonymous with thinking (rather than just the end product of thought), this assessment requires students to produce a clear, well-considered argument in the form of a short essay. Students are assessed on the structure and coherence of their argument, analytic capabilities, and written communication.

Informed by a sociomaterial approach to teaching and learning, this technique uses an artifact as a point of inspiration for a short written work (in the case of WRIT7050, this takes the form of a creative fictional short story). Students select (or could be assigned) an object at random, and use this as a stimulus from which to craft a 500 word written piece that engages with an element or theme from the course content; or helps to develop a professional skill (e.g.

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.

Created with the aim of providing regular, meaningful feedback on learning, this assessment requires students to write 10 short blog post that demonstrate either content knowledge or skills relevant to the teaching context.

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.

Designed as a sequential case-based online and in-class approach, students are able to scaffold their clinical skills and reasoning through developing and implementing case based assessment and management strategies of simple and complex patients to prepare for their end of semester practical examinations. Students are assigned 6 authentic patient cases within Week 8 of the semester of which will be similar to the cases that students are assigned in their end of semester practical examination.

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.