Secure Assessment Type: Live Interactive Performance
Cohort Size: 45
Delivery mode: Face-to-Face
Assessment type: Interactive Oral Examination
Context and Rationale:
Project Progress Report and meeting is an iterative assessment employed to support project-based learning in INFT3050. The authentic assessment format is designed to evaluate and foster junior programmers’ engagement, technical skill acquisition, self-management and reflective practice.
The assessment is structured around SCRUM-style progress meetings and reflective submissions, fostering industry best practice in software development.
Assessment Overview
Duration: 4 x 2-3 min in-class meetings
Format: Individual written updates submitted via Canvas and in-class SCRUM meetings
Deliverables:
- Four 300-word individual reports
- Participation in four supervised SCRUM meetings
Types of Learning Outcomes:
- Designing and technical skills
- Collaborating and self-management
Marking:
- Real-time, process-focused assessment emphasising assessment progress and reflection and team contributions.
- The format mirrors real-world project management practices, ensuring students receive feedback at key project millstones while promoting ethical AI use.
Security and Integrity Design Features:
- Live discussion can assist to validate formal and informal learning outcomes.
- Process-based marking reduces cheating opportunities.
- Authentic artifacts distributed across applications and format types provide verifiable evidence.
- Ongoing observation verifies learning process.
Assessment Procedure and Flow
Each cycle includes:
- Individual Progress Report Submission – Students submit updates and questions before meetings.
- Participation in SCRUM Meeting – Live review of progress, feedback, and mentoring.
Inclusivity and Accommodations
Individual adjustments are negotiated with course coordinator. Makeup sessions for missed SCRUMs are offered at key times across the semester ensuring fairness without compromising security.
Thank you to Dr Jacqueline Bailey from the School of Information and Physical Sciences (Mathematics) for generously sharing their assessment design and assessment practice in this example.
If you have an example of redesigning assessment to improve security that you would like to share with your colleagues, please contact LDTI@newcastle.edu.au
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