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A Matter of Principle: Assessment Leadership for a Block Model Transition
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A Matter of Principle: Assessment Leadership for a Block Model Transition

Erica Wilson, Elizabeth Goode, Thomas Roche, Wendy Boyd, Fiona Naumann, Andrew Rose, Anja Scheffers, Suzi C Syme and Helen Walsh
SSRN, Vol.Series Paper No. 57
Southern Cross University Scholarship of Learning and Teaching Research Paper Series, Elsevier
12/06/2026
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Abstract

assessment leadership block model curriculum reform collaborative inquiry higher education policy
Assessment is a much-published area of higher education inquiry, yet few studies discuss what is required to effect institutional assessment reforms and further, to hear the voices of those who lead them. This paper describes a qualitative, collaborative narrative inquiry of a group of academic leaders at one Australian university who influenced assessment policy change during transition to a block model. Moving to an immersive block model necessitated a fundamental rethink of pedagogy, curricula, teaching delivery, and assessment of student learning. Drawing on the concept of assessment leadership as principled, cultural influence, analysis of semi-structured dialogic interviews with the change leaders shows the power in a collaborative approach. Distributed leadership and communities of practice supported sense-making and sense-giving during holistic institutional change. Within this overarching principles-based framework, three further themes were identified: the importance of whole-of-program assessment change; a move towards authentic assessment; and maintaining focus on assessment for student learning and success. Opportunities and implications are offered for other universities seeking to lead meaningful and principled assessment change to drive improved student outcomes.

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