An individualised peptide assignment for enhanced learning and academic integrity in first-year biochemistry Christopher Love School of Environment and Science & Griffith Institute for Drug Discovery Griffith University, Qld, Australia. Designing authentic assessment tasks and maintaining academic integrity can be extremely difficult in large first-year classes. An individualised assignment was designed with two aims: 1. To replace an assignment which used textbook resources as these are easily obtained via the internet; and 2. To prevent student’s from copying each other’s work. The goal was to design a problem-based assignment personalised to each student without dramatically increasing the workload associated with marking. A peptide assignment was developed for first-year biochemistry with approximately 350 students to addresses competencies and concepts associated peptide structure, titration curves, pH and charge. The assignment was individualised to each student, as they derived their peptide from the first 6 letters of their name that corresponded to amino acid one letter codes. Students were required to draw the structure of their peptide, calculate the charge at different pH values, draw the titration curve of their peptide and calculate the isoelectric point. Although all students have a different peptide, the marking load did not significantly increase as calculations, chemical structures, and graphs, are more easily marked in comparison to written assignments. Using individualised assessment required students to apply their knowledge and understanding to their own problem. This prevented students from directly copying from each other, promoting their critical thinking skills and improving learning.