Redesigning Postgraduate Assessment: Adapting to Evolving Higher Education Landscape

In recent years, higher education sector has undergone significant transformation in teaching and learning approaches. With moving from traditional classroom settings to flexible and blended learning and the emergence of AI-based technologies, there is an urgent need to reassess and redesign assessments to ensure their suitability, relevance, inclusivity, and authenticity. While efforts have been made to enhance assessments within individual course units, there is often a lack of coordination across entire programme, leading to potential overuse of certain assessment methods and overassessing certain intended learning outcomes (ILOs) while neglecting others.To address these challenges, an audit of formative and summative assessments was conducted for a postgraduate programme within the School of Medical Sciences, with a focus on assessing methods, frequency, inclusivity, authenticity, and alignment with ILOs. Following assessment review for each individual units, an assessment matrix was developed to evaluate the distribution of assessment methods and frequency with each ILO was assessed in the context of the entire programme. Findings from the audit inform the development of a framework for assessment improvement. Additionally, feedback from students regarding existing assessments and suggestions for improvements were collected to further inform conclusions and recommendations for programme-wide assessment redesign.