Daniel Andrews discusses strategies for encouraging students to move beyond surface learning strategies to develop and deep understanding during their studies.

Tim Chambers challenges us to rethink what authenticity in assessment really means and sheds light on how authentic tasks can aid psychological well-being.

Daniela Castro de Jong & Priya Khanna liken the programmatic assessment journey to that of a long road trip, difficult at times, but certainly worthwhile!

Samantha Newell outlines the importance of constructive alignment & scaffolding skills, such as team work, through learning activities & formative assessments

Chris Della Vedova and Sarah Davey take us through their journey of introducing interactive oral assessments into a lab based course

Tim Fawns observes that the advent of gen-AI thrust process based assessments into the limelight but asks, are process based assessments really the answer?

Professor Merlin Crossley, Deputy ViceChancellor Academic Quality at the University of New South Wales, and regular commentator for Times Higher Education, Campus Morning Mail, and The Conversation, puts his mind to the future of exams.

Dom McGrath, Christine Slade, and Lydia Kavanagh from the University of Queensland explain their approach to classifying assessment tasks that will lead to improved outcomes for students.