A taxonomy for Assurance of Learning

About

This project will develop a taxonomy of secure assessment types to enhance development, delivery and ongoing review of the University’s approach to Assurance of Learning and assessment security.

The project will support clear communication across faculties and divisions; enable more efficient subject and practice development; and underpin accurate review and reporting of progress toward the ‘50% secure rule’ established by the University of Melbourne.

The University has developed a comprehensive suite of responses to the ethical challenges and risks of GenAI as outlined in the TALQAC Update on the University’s Response to GenAI: Teaching and Learning Plan tabled at Academic Board 31 July 2025.

The Tertiary Education Quality and Standards Agency (TEQSA) has noted significant concerns about the implications of GenAI for the value and quality of Australian qualifications, in addition to those relating to large-scale contract cheating. These challenges cross several areas of activity, and the University has established initiatives addressing Academic Integrity, Assessment and Assurance of Learning, and Innovation and Development; developed a significant suite of resources for students and staff; and agreed Artificial Intelligence Principles. In addition, a number of interest and working groups across the institution are exploring these issues.

A key element of the university’s approach, and a response to the sectoral concerns raised by TEQSA has been led by the Deputy Vice Chancellor (Education). The university’s Principles for Assurance of Learning includes new assessment principles: that either 50 per cent or more of the total marks in a subject are based on secure assessment, or that a form of secure ‘programmatic’ assessment is adopted within a degree.

The Assurance of Learning project has drawn on consultation with all faculties, and an initial audit of assessment security across the institution through review of handbook entries. Faculties have developed plans and resources to work towards the 2028 deadline. Initial definitions of ‘secure’ vs ‘open’ assessment have been developed and shared, identifying broad assessment types and applications.

The CSHE will support this effort by working with faculty colleagues to explore discipline-specific descriptors and secure assessment practices, identify emerging frameworks and strategies across the sector, and note implications for practice. This work will establish consistent descriptors of secure assessment types and practice, and the implications for the broader mission to assure student learning.

Timeframe

First half of 2026

Funding

This project was internally funded

Project leads

  • A/Prof Kate Tregloan, Associate Professor in Higher Education, Centre for the Study of Higher Education (Project lead)
  • Prof Jamie Evans, Pro Vice-Chancellor (Students and Education), University of Melbourne
  • Assessment workstream team, Deputy Vice Chancellor (Education) Portfolio, University of Melbourne

Outcomes

This project will deliver a taxonomy of secure assessment types, and a report summarising findings and recommendations from the project.

Enquiries

For more information on this CSHE project, please contact A/Prof Kate Tregloan.