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Policy, Practice and People: A Case Study of Transforming Assessment for Block Delivery
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Policy, Practice and People: A Case Study of Transforming Assessment for Block Delivery

Erica Wilson, Thomas Roche, Elizabeth Goode and Sophie Kemm
Vol.4(2), pp.64-65
IBILTA 2026 (Online, 30/09/2026–01/10/2026)
30/09/2026
DOI: https://doi.org/10.15209/jbilt.1389
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IBILTA 2026 Conference AbstractsView
Published (Version of record) Open CC BY-NC V4.0

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Abstract

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To support positive student experiences in block learning, it is increasingly clear that assessment must be purposefully redesigned rather than simply transferred from traditional approaches (Buck et al., 2023; C-Scott & McLaughlin, 2025). Yet, there is limited research on how universities can achieve such redesigns at a whole-of-institution level (Wilson et al., 2025). This presentation speaks to this gap and aligns directly with the theme of Curriculum, Assessment and Feedback, describing how an Australian university transformed its assessment policy and practice for block delivery. This case study examines assessment reform during Southern Cross University s transition to the Southern Cross Model, a six-week immersive block model. It describes how the university’s assessment policy and procedures were repurposed for block deliveryand offers academic leaders’perspectives on how that change was co-designed and led. Using a descriptive case study methodology (Yin, 2003), governance and policy documents were reviewed to construct a description of the assessment reform process. Under the guidance of a purposefully created Academic Portfolio Office co-led by the Pro Vice-Chancellors Academic, six university leaders also reflected on their experiences of co-championing the reform via collaborative narrative interviews (Arvay, 2003). These data were analysed thematically using an iterative coding process (Braun & Clarke, 2006). The document review revealed two phases in driving assessment reform: 1) crystallising core principles and embedding these into policy; and 2) translating policy into practice through procedures, professional development, and quality assurance mechanisms. Four themes underpinning effective assessment reform leadership were identified: principles-led reform; whole-of-program assessment; authentic assessment; and assessment for student learning and success. This case study contributes rare insight into how tolead significant change in assessment practice across diverse disciplines. It offers practical guidance for universities seeking sustainable, institution-wide assessment reform for block and intensive learning.

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