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Assessment and feedback in higher education reimagined: using programmatic assessment to transform higher education

Baartman, Liesbeth K. J., Quinlan, Kathleen M. (2023) Assessment and feedback in higher education reimagined: using programmatic assessment to transform higher education. Perspectives: Policy and Practice in Higher Education, 28 (2). pp. 57-67. ISSN 1360-3108. E-ISSN 1460-7018. (doi:10.1080/13603108.2023.2283118) (KAR id:104168)


We argue that assessment and feedback practices in higher education need to be transformed to better address three purposes: promoting learning, assuring assessment rigour, and communicating students’ employability. To address shortcomings in the current assessment and feedback culture, we propose programmatic assessment (PA), a new approach to assessment developed initially in medical education and now applied to a range of other professional fields. We outline eight recommendations that synthesise the key principles underpinning PA. Then, drawing on experience with PA in various professional fields in the Netherlands, we describe and illustrate four action steps for programme teams to take to implement programmatic assessment. We highlight implications of such a shift for leaders

and professional services staff before concluding that PA can transform higher education by creating a more productive culture of assessment and feedback.

Item Type: Article
DOI/Identification number: 10.1080/13603108.2023.2283118
Uncontrolled keywords: assessment; programmatic assessment; feedback; higher education; employability
Subjects: L Education
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Funders: University of Kent (
SWORD Depositor: JISC Publications Router
Depositing User: JISC Publications Router
Date Deposited: 29 Feb 2024 14:29 UTC
Last Modified: 03 Apr 2024 14:49 UTC
Resource URI: (The current URI for this page, for reference purposes)

University of Kent Author Information

Quinlan, Kathleen M..

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