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Use of core or a capstone unit of study to assess PLOs. Whilst this may require some curriculum re-design for some programs, if there are core units in a course or course component, these can include assessment that requires students to integrate knowledge and skills from across multiple units. In the case of a capstone unit in a major, it is appropriate to assess the learning outcomes of the program.
Use of common assessment tasks across multiple units of study. For example, in first year chemistry, students without knowledge equivalent to HSC Chemistry select the ‘fundamentals’ units (CHEM1011 and CHEM1012) whilst others select the ‘mainstream’ units (CHEM1111 and CHEM1112). The theory sections are different but the laboratory tasks and their assessments are common to both, as illustrated below. The laboratory component is considered a core skill so the laboratory assessments are hurdle tasks.

In Biological Sciences at the University of Edinburgh, a similar approach is used in the year 1 and year 2 compulsory courses, with a common personal development and skills portfolio that covers four units but is only assessed twice and makes up 25% of the assessment in each. Note in this example, students take all four units.
Use of a common exam across multiple units of study. The approach taken in (2) can be extended to summative validation of knowledge through a common exam across multiple units. Core knowledge and program outcomes are tested through compulsory questions with students then choosing from the remaining sections based on their electives. This approach would act to reduce the number of exams required, ensure the core knowledge of the discipline is tested and encourage students to consolidate their understanding across the program. Such an approach might suit the third year of a major where the core knowledge of the discipline is developed in first and second year. This is illustrated below for a “2 + 3 + 3″ major where students take 2 units in first year, take 3 units in second year (including 2 core units) and choose 3 units from a pool in third year. It might also suit a major with a ” 2 + 2 + 4″ structure where students take 2 core units in first and second year and select 4 units from a pool in third year, as illustrated below.

It might, however, also suit a first year program to again reduce the number of exams required and focus assessment on the core outcomes of the degree. Although such an approach might seem radical from the perspective of 2024, it resembles that used from a few decades ago at Sydney and in some HSC subjects which have core and elective modules.
Use of a capstone unit of study. A core unit at the end of a major provides a suitable place to validate the outcomes of the program through secure assessment such as an oral or written exam, a project or placement.
Use of common learning outcomes in the units of a major. Alongside core knowledge, program learning outcomes should focus on the key skills and methodologies that define the discipline such as critical thinking, creative writing, application of the scientific method and quantitative approaches to problem solving. If these can be equivalently assessed through the examples and the different contexts presented in the electives, then the program level outcomes are assured and variety is maintained. For example, a learning outcome such as “locate, identify, analyse and contextualise materials that provide insight into the past” can be assessed equivalently in a unit on any period of history.
Combining hurdle tasks and units with no lane 1 assessments. Assurance at the program level leads to the freedom to have units where only assessments for learning (i.e. lane 2) exist. The Graduate Certificate in Educational Studies (Higher Education), a postgraduate qualification aimed at university teachers, consists of 4 units of study with 2 taught each semester. As illustrated below, in 2024, this has been running in a structure with hurdle tasks in 2 of the units to assure learning across the program. The other 2 units have no assessments of learning (i.e. lane 1). Students taking the course take EDPR5001 in semester 1 and EDPR6012 in semester 2. These units award grades but could equally well be set up to be “pass/fail“. The assessment style chosen to assure learning in both EDPR5002 and EDPR5003 is the interactive oral.
Milestone and stage-gate assessments. Rowena Harper, Deputy Vice-Chancellor (Education) at Edith Cowan University, has recently introduced these related assessment types. Milestones are points at which progress towards PLOs are assessed. They act to either confirm progression or to inform learning support. Milestones could occur within units of study – such as in the core units in (3) above – or once a number of units have been completed. ECU’s stage-gate assessments fulfil a similar function but can be used to restrict progression to the next level of the program and to validate achievement.