Integrated Programme Assessment: 10 years on

Abstract

This paper explores the implementation and impact of Integrated Programme Assessment (IPA) across diverse disciplines in English higher education institutions. IPA is advocated as a framework that focuses on programme outcomes, aligns learning outcomes with assessment practices, and enhances the authenticity and relevance of assessments, thereby reducing over-assessment and improving student learning experiences and outcomes. Drawing on case studies from four institutions—University of Nottingham, University of Surrey, Brunel University London, and Sheffield University—the paper examines how IPA has been integrated into various undergraduate programmes to foster interdisciplinary learning, promote student engagement, and prepare graduates for professional challenges. Key to the success of IPA initiatives is institutional support that accommodates disciplinary identities and addresses operational challenges, ensuring sustainable and meaningful curriculum change. The study discusses the difficulty of balancing pedagogical innovation against operational realities, emphasising the need for a collective institutional approach to enhance educational quality while accommodating disciplinary diversity. This research contributes insights into the transformative potential of programme-level assessment approaches, informing discussions on enhancing educational practices in universities.