In the first part we present on an interactive oral examination that was piloted as an authentic assessment this academic year in an undergraduate law module. We reflect on whether the pilot successfully helped students to develop professional communication by simulating a workplace dialogue.

In the second part the paper presents the results of a study of the use of audiovisual essays for teaching semiotics at the University of Tartu. We explored their impact on developing students' creativity and critical thinking, and invite the audience to discuss the potential of the format in higher education.