# data[].attributes.body
Solar system project design
Students work again in groups to jointly author a project design based on the case study: Design and Size a residential solar photovoltaic grid connected with battery to meet household energy demands. Students select a site for their design and perform calculations to determine the economics of the system and the levelized cost of electricity. State locations for the site are determined based on student numbers to ensure no duplication of site selection.
Link to Course Guide

# data[].attributes.headline
AERO2631: Managing the Air Traffic Environment

# data[].attributes.subject
AERO2631: Managing the Air Traffic Environment

# data[].attributes.body
PebblePad Portfolio
In this assessment task, students complete 10 activities over the semester, including professional/career practice tasks. The PebblePad portfolio pulls together artefacts of student learning as the class progresses through the topics.  The portfolio facilitates reflection; develops and encourages learning experience journals; sequenced learning activities; collection evidence of learning/experiences; formative assessment. Students are invited to be creative and express their responses in multiple-modes – written, video, graphics, or any other suitable means to cover the questions.
Link to Course Guide

# data[].attributes.body
Studio Project - software application (group assessment)
Studio Project: Design, prototype and build a small to medium sized application in teams. The project is divided into multiple milestones that cover: (1) the development of the end-to-end web application. (2) review and redevelopment of the studio project from user feedback and survey.
Link to Course Guide

# data[].attributes.body
Competitive Review – Design application (group assessment)
In student teams, groups investigate existing websites and mobile application that address a “social challenge". Conduct an informed survey to study the user perspective and identify shortcomings of the existing services from the user perspective.
Link to Course Guide

# data[].attributes.body
Academic Integrity in Mid-semester and Final Tests
The task design of the mid-semester and final test is noteworthy as it addresses potential issues with cheating by creating customised questions based on student number embedded in the task design. ​The tests also feature mostly design calculations (rather than simply recall) ​that ask the student to assess and interpret the design calculations of building foundations, slopes and retaining walls.
Link to Course Guide

# data[].attributes.headline
BIOL1181: Biochemistry and Molecular Biology 2

# data[].attributes.subject
BIOL1181: Biochemistry and Molecular Biology 2

# data[].attributes.body
Applied Theory Assignment 2
In Assignment 2, students demonstrate their understanding by answering several short answer questions related to the material presented in the metabolism topic. Questions related to the “Analysis of Milk” (face-to-face and practical tutorial) and "Enzyme Localisation" (on-line dry practical) were designed to ensure students understood the main concepts outlined in the CLOs.  Practical based experiences in the lab were assessed via application-based questions rather than a didactic laboratory report.
Link to Course Guide

# data[].attributes.body
Direct Shear Lab Task
The Direct Shear lab task provides students with hands on laboratory practice where they get involved various stages of lab experiment (sample preparation, equipment handling, data collection and data analysis) and writing an individual lab report.
Link to Course Guide

# data[].attributes.headline
EEET2384: Introduction to Electrical Building Design

# data[].attributes.subject
EEET2384: Introduction to Electrical Building Design

# data[].attributes.body
Design Report (Group Assessment)
Students work in pairs to prepare a design report on the group’s design selection and calculation, justification, and layout design based on a real dwelling.  The task also includes individualised data sets formulated from the student’s ID number – students use this to base their individual calculations to minimise copying/breach of academic integrity.
Link to Course Guide

# data[].attributes.body
Wind Energy Case Study (group project)
The Wind Energy Case Study group assessment task sees students perform analysis at two specific sites and wind turbine evaluation for three wind turbines to recommend the best site location for installation.  Groups will submit an engineering report that makes a final recommendation for best turbine and hub height and total number of turbines needed to meet 50% of the annual electricity demand of 35,000 Victorians households, as well as the levelized cost of electricity for the potential wind farms.
Link to Course Guide

# data[].attributes.body
Group Project + Quiz (Assignment 3)
This assessment task consists of a group report submission and an associated online quiz. The report is a group project (3 students per group) and students are assessed on their understanding and presentation of 2D planar and 3D finite element analysis utilising Abaqus. The submission requires students to analyse and make design modifications to a fixed number of parts utilising the skills learned in the course.
Link to Course Guide

# data[].attributes.body
Assessment 3  - Storytelling in your assessment design
Storytelling has been built into this assessment design​ – the assessment problem unfolds within a story so students understands the rationale for the calculations and sees them in context.
Students conduct literature review on co-generation technology and write introduction/literature review discussion.
Complete energy analysis to select suitable Diesel generator and determine size of the hot water storage tank needed.
Conduct exergy analysis of the planned utilities supply system.
Write conclusion and recommendation following the literature review of co-generation technology and thermo-economic analysis of the proposed diesel co-generation system and any health and safety considerations.
Link to Course Guide

# data[].attributes.headline
BIOL1181: Biochemistry and Molecular Biology 2

# data[].attributes.subject
BIOL1181: Biochemistry and Molecular Biology 2

# data[].attributes.body
Assessment 4A Laboratory Practical Competency
In Assessment 4A, students were assessed on the practical skills they developed during the course. Students will be asked to read information related to a well-known metabolic disease, then prepare a calibration curve, unknown and QC samples, carry out a biochemical assay, plot two graphs on graph paper (provided to you), determine the final concentration of the diagnostic marker and finally comment on the results based on diagnostic criteria provided.
Link to Course Guide

# data[].attributes.headline
BESC1445: Psychopathology and Models of Intervention

# data[].attributes.subject
BESC1445: Psychopathology and Models of Intervention

# data[].attributes.body
Assignment 2: Lab Report
Students carry out a lab report on their self-administered study, where they developed and trialled a

behaviour modification intervention (on themselves). Feedback from the lab report proposal assignment (Assignment 1) informs the lab report (Assignment 2). Students are able to integrate new ideas to build on the previous assignment. Students are also assessed to see how previous feedback was integrated.

Link to Course Guide

# data[].attributes.body
Oral Presentation + Project
This assessment consists of a project-based data analysis task, where groups of 4-5 students were given a personalised dataset and asked to interpret the data and create their ‘own story’.  The research data was derived from the teaching team’s research laboratories and related to the theoretical content of the course. The data was unpublished and provided without context, so students and teachers alike had to work through the entire process of the data analysis and interpretation - the teacher was no longer delivering the material.
Students would move into their groups and work their way through their dataset, exploring and incorporating background knowledge from online lectures to come up with the best interpretation. The students had to prepare an abstract and discussion as individual writing tasks and a group oral presentation.

Link to Course Guide

# data[].attributes.headline
BESC1445: Psychopathology and Models of Intervention

# data[].attributes.subject
BESC1445: Psychopathology and Models of Intervention

# data[].attributes.body
Assignment 1: Lab Report Proposal
Students complete a self-administered reinforcement-based intervention attempting to increase or decrease a behaviour relevant to health. The assignment provides a basic framework and within this students generate a health behaviour, propose a data collection strategy, and test the intervention themselves. This assignment is helpful to students because facilitating behaviour change is central to a variety of mental health industry roles, and as well as designing the type of brief intervention that they may one day use with a client, students also get to experience being the client, promoting empathy and an awareness of obstacles to behaviour change. The assignment is formative, with the Assignment 1 introduction and method providing an opportunity for feedback that then informs the Assignment 2 results and discussion.
Link to Course Guide

# data[].attributes.headline
COSC2960: Foundations of Artificial Intelligence for STEM

# data[].attributes.subject
COSC2960: Foundations of Artificial Intelligence for STEM

# data[].attributes.body
Ethics and Safety Group Project
This group assessment task asks students to reflect on ethical and safety issues surrounding Artificial Intelligence in STEM-related contexts, exchange reflections in multidisciplinary teams, and communicate their findings through a group presentation.
Link to Course Guide

# data[].attributes.body
Progressive case record and analysis
This assessment task aims to give students an opportunity to practice and improve their case record and case analysis skills. This task develops capabilities for further learning of clinical courses. Students are assessed on ability to competently collect and document clinical information and accurately analyse the case. Students develop evaluative judgement through the practice of peer review where students review one case record from another classmate (randomly assigned). Students are guided on how to provide critical feedback.
Through the progressive set up of the assessment task, students are able to revise their original case record analysis in the final version for submission.
Link to Course Guide

# data[].attributes.body
Group assessment
The purpose of this assessment task was for the students to review an orthopedic test, do some research, write an annotated bibliography outlining their evidence and then present via video their findings giving an overview of the test, application and some variations. After the recording the videos were uploaded to Canvas as a reference for the students to learn some variations.

Students formed groups of 4 (self-selection) with each group presenting a different type of test each week.

Students were asked to role play and demonstrate the execution of the test and its associated nuances.

Students will be required to refer to the literature (and then also present) the 'usefulness' (specificity, reliability and validity) and the strengths and limitations of the test.

The assessment task gave the students an insight to the fact that because we teach them a certain way of doing something there is always other ways you can do things while still retaining integrity. This would have been applicable to students when practicing on different size patients and/or equipment.
Link to Course Guide

# data[].attributes.body
Group assessment case study
Group assessment on a chosen case's diagnosis, treatment and alterative scenario: Each group will work on a given condition to demonstrate their competency to safely and effectively practice Chinese medicine with the consideration of Western medical knowledge and individual needs. Students are to demonstrate their capacity to communicate the information to patients. Each group will complete a comprehensive case record and work through extra questions about the case.
Link to Course Guide