P7 2026 - Thoeming: Assuring Learning 2-Lane @ Uni Sydney by Laurine Hurley

Possible mixing of categories

2026-09-09 00:32:38 UTC

Great work. Agreed with many points and the clarity for students is also great.

In my courses, I have supervised formative workshops, I have projects where it is mostly take home with some oral assessment component and I am introducing and in person AI enabled component this term. It seems to me none of these fit in the binary framework as it mixes security with formative/summative and also AI literracy/use. Like the first one is secured formative, the second one is hybrid, and the third on is secured with AI use. Aren't losing something by squashing many dimensions into a single binary here?

2026-09-10 05:59:41 UTC

Thank you for sharing this your work. Have some disciplines found it more challenging than others to implement program level assurance? My interest is in health where where outcomes also involve professional capabilities rather than disciplinary knowledge alone.

Hurdle assessments

rumcphee — 2026-09-10 11:46:46 UTC

Thanks both! Remapping 30k assessments is incredible

We're wrestling with the same thing at our end, so this is partly me checking my own understanding.

On the hurdle mechanism: have I got this right, that open assessments still feed the GPA, while the secure hurdle tasks are what certify the learning outcomes? And does open work have any impact on the hurdle outcome itself, or are the two entirely separate?

How to avoid over assessment?

2026-09-10 22:31:59 UTC

Hi. Thanks for putting this together :) A question: In implementing the two lane approach - are all learning outcomes equally important to verify through secured evidence, or are some outcomes considered sufficiently evidenced through open assessment? How do you avoid over assessment or a shift away from authentic assessments in favour of more secure assessment types.

Leaving a note for myself here

alix_thoeming — 2026-09-11 01:34:45 UTC

If Fiacre and/or Elisa from RT1.5 attend - I would love to talk more about the visualisations and how they have informed discussions with colleagues (Reference JC work internally)

Large-scale institutional changes to assessment procedures are complex

susanmeyer3 — 2026-09-11 02:01:11 UTC

It is important to consider the heavy load curriculum and design teams have to bear when reframing how assessments are administered at big organisations.