Two parallel lanes: the roadmap for a future-ready transformative education
Generative AI is a revolutionary technology whose impact on society, industry and individuals is likely to be far larger than the invention of the…
Navigating AI in Higher Education: tasks ahead for 2025 and 2026
The rise of generative AI marks a seismic shift in education: one that rivals the impact of the internet, the printing press, and electricity….
A snapshot of student diversity at Sydney
This article has been updated from the original (2021), and the 2022 and 2023 versions, to include data covering our current students. Our students come from many…
Rethinking student evaluations: evidence and practice
In years gone by at the end of each semester, we would open an envelope containing hand-written student evaluations with a mix of expectation…
The Sydney Assessment Framework
The 6,700 unit of study availabilities in 2024 each had an average of 4.4 assessments. Students took around 30,000 individual assessments and there were…
Supporting students with early feedback in 2025
Higher Education Support Amendment Bill 2023 The Higher Education Support Amendment (Response to the Australian Universities Accord Interim Report) Bill 2023 requires universities establish a…
Aligning our assessments to the age of generative AI
TL;DR: The reality of assessment in the age of generative AI Generative AI tools exist that can accurately create content (including written work, images,…
Program level assessment design and the two-lane approach
The University’s ‘two-lane approach’ to assessment, summarised below in Table 1, focuses attention on the legislated need to ensure our graduates have met the…
To grade or not to grade – is it time to go gradeless?
At Sydney, almost all units of study use a graded system for assessment; that is students’ work is assessed as being on the scale…
Rules, access, familiarity, and trust – A practical approach to addressing generative AI in education
TEQSA recently asked all higher education institutions to reflect “meaningfully on the impact of generative AI” on teaching, learning and assessment practices and develop…