2024/06/18 by Nicholas Charlton, Richard Newsham‐West · 1 voice
Social Sciences · Engineering · #Student Assessment and Feedback #Higher Education Learning Practices #Engineering Education and Curriculum Development
paper · pdf · doi:10.1080/07294360.2024.2364094
openalex publication_date 2024/06/18 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/19
Program-level assessment is a holistic approach for arranging assessments throughout a degree program that supports sequential development of discipline knowledge, transferable skills and career readiness. Currently, the modular arrangement of courses means that student learning is partial, limited to passing the assessment and compartmentalized into independent course learning outcomes. In effect, the current practices prevent students developing broader educational attributes that are essential for future employment opportunities. Interviews were conducted with 18 academics, Associate Deans and Program Directors, from seven Australian universities in the fields of dietetics, physiotherapy and science disciplines in order to develop a conceptual model to guide program-level assessment. The proposed conceptual model is designed to support academics’ assessment practices, enhance the quality of universities’ programs and provides students with a more coherent assessment experience.