Developmental reproductive biology can be challenging to teach due to the complexity of embryogenesis, the multiple genetic, signalling and hormonal pathways that need to be taught. With the aim of testing student knowledge, we developed a novel assessment task: oral presentations describing the developmental of a fictional organism. The aim of this new assessment task was to consolidate knowledge of developmental biology and endocrinology, by directly applying what was learned in the unit in an enjoyable and creative way. The learning outcomes included consolidation and application of developmental biology knowledge, understanding animal models of development, and effective oral communication skills. Students were asked to give an oral presentation on a fictional organism, describing where it derived from and outlining three of its features (phenotypes). They then outlined how those features would develop normally and how novel changes in genetic or endocrine processes could feasibly explain the features of their chosen organism. Students integrated what they had learned during the lecture series and practical classes and from their own reading. Talks were marked on overall delivery, the plausibility of mechanisms underlying the phenotypes, and ability to answer questions. From mermaids to vampire to characters from Avatar, students presented an impressive range of fictional organisms. Student feedback at the end of the session was extremely positive, with many noting how effective the talk was in both consolidating knowledge of developmental biology and allowing them to apply what they had learned during the unit. Most students scored highly. This new task consolidated student knowledge in the field of developmental biology and reproduction. Furthermore, the task was relatively AI-resilient. Students were required to identify a fictional organism themselves and answer questions in the live oral format. These aspects made the task fairly resistant to the use of ChatGPT or other generative AI.