Co-Design in Assessment Design: What’s been done? What’s next?

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Lisa Batten

  • Visiting Scholar

Domestic Visiting Scholar: Dr Mollie Dollinger

The emergence of artificial intelligence (AI) chatbots has reignited calls for assessment to be seen more as a process than a product. But short of implementing course-wide programmatic assessment, how can individual teachers modify existing assessment design to evidence learning over time? One potential route is through the co-design of assessment, where teacher-students collaborate on assessment tasks, resources, or criteria to create a dialogue that fosters students’ feedback literacy and evaluative judgement. In this session, we will explore some of the work that has been done to date on co-design in assessment in higher education, as means to prompt teachers to consider what techniques or approaches could be integrated into their existing teaching practices. We will also identify future directions of co-design in assessment, even ones that harness the power of AI to better prepare students for a future world of work in which AI will part of their daily lives.


Dr Mollie Dollinger is currently a Senior Lecturer with the Learning Futures team at Deakin University. She previously completed her PhD with the Centre for the Study of Higher Education (CSHE) at The University of Melbourne in December 2018, and has previously held an academic position at La Trobe University. With colleagues, Mollie has been awarded over $700,000 AUD in competitive research funding, including as the Chief Investigator of a National Centre for Student Equity in Higher Education (NCSEHE) grant exploring regional and rural student pathways into higher education. More recently, Mollie has been part of a team led by Professor Sarah O’Shea (Curtin University) and funded by the National Careers Institute (NCI) to establish a National Career Disability Learning Hub for Students with Disabilities. Mollie is a member of the Deakin’s School of Education Research for Educational Impact (REDI) and Deakin’s Centre for Research in Assessment and Digital Learning (CRADLE).