Insights from co-designing an interdisciplinary programmatic approach for assessment transformations at a research-intensive university in Australia

Abstract

This paper conceptualises an interdisciplinary co-design approach for piloting and iteratively implementing programmatic assessment transformations at the University of New South Wales (UNSW). Using systems thinking and co-design principles, we engaged diverse stakeholders across various disciplines to address collective challenges such as overassessment and inadequate feedback. Literature reviews and consultations suggest that programmatic assessment can improve assessment processes and enhance student engagement. The project so far provides insights for higher educational institutions on the importance of collaborative design and continuous feedback, demonstrating the potential of programmatic assessment to align with curricular goals and enhance student learning outcomes.