Students access on-line interactive simulations that allow the exploration of physical systems. They have control over the key parameters which they can actively change and observe the impact on the system under study. The assessment item requires them to explore a particular aspect of the simulation, demonstrating an understanding of the underlying physical processes. A variety of simulations are available across the internet for use across different discipline areas.

In this progressive assessment students write a 1200 word argumentative essay in a supported learning environment. This assessment's innovation lies in its pedagogical underpinnings and the teaching environment in which it is delivered. Students complete weekly activities in argument mapping, effective communication, and critical reasoning as progressive learning tools to construct their essay.

In small groups students present an article review in dedicated tutorial time. Groups create a Pinterest page in which they collate and curate digital material relevant to their topic. Audience members use Padlet (an online notation tool) to comment on presentations in real time (via personal smartphones) to inform discussion.

Concepts and skills are developed over a semester to design an interactive computer program for a hypothetical museum exhibition. By providing structure while leaving some aspects unspecified, students make creative choices and combine skill sets, and demonstrate mastery to meet the objective of inspiring patrons. Clear and relevant communication to the end-user is a top priority.

ENGG1600 is a course which embeds research into the undergraduate degree in first year. Assessment is authentic - no exam - instead students work towards a final conference at which they present and for which they have had to write a conference paper (using Nature guidelines).

As a class students are set a collaborative task to produce a creative item relevant to their discipline (e.g. in MUSC3020, an original Album recorded and produced by students) and attend weekly laboratory sessions focused on relevant skill acquisition. This is scaffolded with written reflections where students outline their contribution.

Designed to creatively encourage application of course themes and discipline-specific theory and concepts, this task requires students to select a book (from a list of relevant texts) and construct a 1000 word review. Attention should be paid to addressing the effectiveness of various texts to engage complex or abstract ideas.

Designed to develop student's critical awareness of their own writing practice and to learn modes of creative and reflective written genres, this assessment sees student write a short creative genre piece (in the case of WRIT1005 students write a children's short story) and produce an accompanying 500-word critical reflection.

A key aim of science teaching is the development of scientific literacy. In this task, pre-service teachers are asked to demonstrate their scientific literacy in preparation for teaching. The innovation in this task is using GenAI to develop students’ assessment literacy and understanding of the task's requirements.

Developed as an assessment for learning (rather than assessment of learning), this scaffolded task prompts students to consider how social theory is brought to bear through personal narratives. Students use digital platforms (e.g. Pinterest) to create a fictional character profile which becomes a point of reference for progressive tutorial activities.