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.<\/p>\n\n\n\n
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.<\/p>\n\n\n\n
Duration:<\/strong> 60 minutes 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.<\/p>\n\n\n\n
Format: <\/strong>Online (Microsoft Teams)
Group size:<\/strong> Open session
Facilitator: <\/strong>A\/Prof Anett Nyaradi
The session is structured around three practical design principles that help move from isolated assessments to coherent learning systems.<\/p>\n\n\n\n\n
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