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.

Explain the importance of modelling in science by demonstrating the skills required to produce and analyse such models, including the ability to model more complex phenomena; Apply fundamental and more advanced mathematical techniques that are important to problems across a range of scientific discipline areas; Explain key concepts in computer science, design and write computer programs in the language Python, and interpret the output of these programs; Communicate responses to quantitative and science-based problems in a correct

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.

The format of the CCP is as follows:

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.