In a previous post, I discussed Sadler’s (2005) admonitory observation of aggregating grades as a proxy for outcome attainment. Careful design, however, including signalling which
Category: pedagogy watchdog
Unsecured assessment and gen-AI: the apples aren’t apples anymore
If we believe there is an acceptable spectrum of AI influence on assessments that are not secure, as Curtis (2025) argues, we must carefully consider
The question bank is obsolete
As a way to mitigate cheating in assessment, the question bank became a form of self-penalisation for students who wanted to ask their peers for
Courses for courses?
Can a master’s degree course be taught using the same course as a bachelor’s degree course? With just different outcomes and assessments? This practice seems
Program design – the business case
This is the 3rd post in a series on program design. The original post is here. When determining whether a new program should be created,
Program design – workshop focus areas
I argue here that the imperative of considered and measured program design has never been so urgent for Australian Universities. The exhortation of the Universities
LEARNING DESIGN by Paul G Moss 