Transforming Assessment Policy: Improving Student Outcomes through an Immersive Block Model
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| Title: | Transforming Assessment Policy: Improving Student Outcomes through an Immersive Block Model |
|---|---|
| Language: | English |
| Authors: | Erica Wilson (ORCID |
| Source: | Journal of Higher Education Policy and Management. 2025 47(2):192-209. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Students, Student Evaluation, School Policy, Block Scheduling, Governance, College Administration, Educational Change, Academic Achievement, Student Satisfaction, Public Colleges, Outcomes of Education |
| Geographic Terms: | Australia |
| DOI: | 10.1080/1360080X.2024.2434724 |
| ISSN: | 1360-080X 1469-9508 |
| Abstract: | This paper describes how one Australian university achieved deep assessment reform through transition to the Southern Cross Model: a 6-week, immersive block learning approach. There are few studies that explicitly discuss the governance, policy and people changes required to effect whole-of-institution shift. Addressing this gap, this case study draws on a mixed-method investigation of policy reform and student achievement data. It outlines the tenets underpinning the university's new assessment approach, and how these were translated into practice. A principles-based approach was developed, providing the foundation for pedagogical change. Analysis of the quantitative data demonstrates a significant increase in student pass rates and, over time, student satisfaction with assessment, workload and skills development. The findings underscore how essential whole-of-institution assessment reform is in transitioning to an immersive block model. Implications and recommendations are offered for other institutions seeking to transform assessment and drive enhanced learning and teaching outcomes through institution-wide change. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499551 |
| Database: | ERIC |
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| Abstract: | This paper describes how one Australian university achieved deep assessment reform through transition to the Southern Cross Model: a 6-week, immersive block learning approach. There are few studies that explicitly discuss the governance, policy and people changes required to effect whole-of-institution shift. Addressing this gap, this case study draws on a mixed-method investigation of policy reform and student achievement data. It outlines the tenets underpinning the university's new assessment approach, and how these were translated into practice. A principles-based approach was developed, providing the foundation for pedagogical change. Analysis of the quantitative data demonstrates a significant increase in student pass rates and, over time, student satisfaction with assessment, workload and skills development. The findings underscore how essential whole-of-institution assessment reform is in transitioning to an immersive block model. Implications and recommendations are offered for other institutions seeking to transform assessment and drive enhanced learning and teaching outcomes through institution-wide change. |
|---|---|
| ISSN: | 1360-080X 1469-9508 |
| DOI: | 10.1080/1360080X.2024.2434724 |
