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.

There were three components to this groupwork assessment.

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.

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.