Most students experience assessment as a series of disconnected hurdles. They move from task to task without a clear sense of progression, rarely carrying feedback forward in meaningful ways. Even when individual tasks are well designed, the overall assessment experience can feel incoherent, particularly when Lane 1 (secure) and Lane 2 (non-secure) assessments are treated as separate design problems.
Universities across the sector are responding by shifting toward programmatic approaches to assessment, viewing learning as developmental and connected across units and courses. This session introduces a practical, “programmatic light” approach suited to Curtin courses. You will explore how to design assessment sequences that build capability over time, strengthen feedback loops, and provide clearer program-level assurance of learning – while intentionally integrating Lane 1 (secure) and Lane 2 (non-secure) assessment contexts – without increasing workload or complexity.
Duration: 60 minutes
Format: Online (Microsoft Teams)
Group size: Open session
Facilitator: A/Prof Anett Nyaradi
The session is structured around three practical design principles that help move from isolated assessments to coherent learning systems.
- Developmental Progression: explore how assessments can be intentionally sequenced (Introduce – Develop – Verify) to build knowledge, skills, and professional capabilities across time.
- Feedback as a Learning Loop: Consider how feedback can function as a driver of development rather than a one-off comment attached to a grade and how feedback in Lane 2 contexts can prepare students for success in Lane 1 verification tasks.
- Program-Level Assurance of Learning: test whether your combined Lane 1 and Lane 2 assessment mix genuinely evidences course learning outcomes, and examine the balance between Lane 2 and Lane 1 tasks.
You will leave with a clearer understanding of how to apply programmatic thinking in a manageable way that aligns with Assessment 2030 principles and supports both Lane 1 and Lane 2 assessment contexts.