Integrated Programme Assessment: quantitative evidence that curriculum transformation delivers

Abstract

Integrated Programme Assessment (IPA) is an approach to curriculum design in which assessment is organised at programme rather than module level, enabling synoptic assessments requiring students to integrate knowledge and skills across a programme rather than within isolated modules. IPA is advocated on the claims that it reduces assessment volume and increases authenticity, neither of which has been subjected to empirical scrutiny using quantitative before-and-after data from real programme transformations. This study applies an established analytical tool for measuring and mapping assessment authenticity to STEM degree programmes at two universities before and after transition to IPA. The two institutions implemented IPA to substantially different degrees: one adopted IPA across the full programme while the other transitioned approximately a third of its curriculum. At one institution assessment volume fell significantly alongside significant gains in authenticity. At the other, no significant change in assessment volume was observed yet authenticity gains were similarly significant. Post-IPA, assessments at both institutions showed a more coherent year-on-year progression in authenticity, consistent with principles of sustainable assessment. These findings provide quantitative evidence of changes following IPA transition, with volume reduction observed following full implementation and authenticity gains following both full and partial redesign.