A conceptual model for program-level assessment

Figures & data

Figure 1. Model for program-level assessment planning.

Figure 2. Beneficiary level of the conceptual model.

Figure 3. Program level assessment in the conceptual model.

Figure 4. Governance level of the conceptual model.

Figure 5. Program team from the governance level of the conceptual model.

Figure 6. Organization and professional aspects from the governance level of the conceptual model.

Table 1. Proposed barriers to be overcome to enable program-level assessment.

Model level	Proposed actions	Target audience
Beneficiary	Provide a clear purpose of assessment Ensure alignment to PLO Support higher-level skill and career readiness	Students and academic teaching staff
Program Level Assessment	Improved assessment and feedback literacy	Academics and professional support staff (e.g., Educational Designers)
Governance level	Review of assessment policies to make more flexible for PLA and streamline approval processes Consistent language of policies that supports a shared language and enables effective collaboration Review of assessment teams to fund and resources appropriately with essential skills and assessment and curriculum knowledge	University Executive managers, Policy makers, Industry partners