Author Identifier (ORCID)
Michelle Pedlow: https://orcid.org/0009-0004-8555-1772
Abstract
Programmatic assessment for learning represents a shift from fragmented, summative assessment practices to integrated, developmental systems where feedback is central to learning. This paper argues that feedback is foundational to programmatic assessment (PAx) implementation. Using feedback as an analytical lens, it examines institutional readiness for the deep structural and cultural shifts that PAx requires, drawing on a qualitative case study of course coordinators across three disciplines at an Australian university. Five interrelated barriers were identified: fragmented feedback, summative assessment reliance, workload constraints, absence of coordinated feedback pathways, and unconstrained educator autonomy. These reflect structural and cultural misalignments with PAx principles. This paper positions feedback as a diagnostic of systemic readiness for PAx implementation. Reconceptualising feedback as central to curriculum and pedagogy enables institutions to move beyond siloed unit assessment to coherent, student-centred programs, offering practical and conceptual guidance to institutions seeking to undertake meaningful assessment reform.
Document Type
Journal Article
Date of Publication
1-1-2025
Publication Title
Innovations in Education and Teaching International
Publisher
Taylor & Francis
School
Centre for Learning and Teaching
RAS ID
88111
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Pedlow, M., & Boud, D. (2025). The key role of feedback in institutional readiness for programmatic assessment. Innovations in Education and Teaching International. Advance online publication. https://doi.org/10.1080/14703297.2025.2564775