Designing authentic assessment through cross university partnership: A transferable model for STEM higher education

Assessment plays a critical role in shaping student learning, confidence, and employability within STEM higher education across undergraduate and postgraduate students, work-based learners, and apprentices. This session presents a collaborative model of assessment design developed across Healthcare Sciences programmes at Aston University, with clear applicability across STEM disciplines. The initiative centres on sustained partnership between academic staff and Library and Learning Services during module and assessment planning for undergraduate and postgraduate students, apprentices, and work-based learners. By embedding expertise in academic literacy, information skills, and inclusive pedagogy from the outset, assessments were redesigned to better reflect the wide range of practices students will encounter beyond university. Students are challenged not just to demonstrate subject expertise but to combine critical analysis and effective communication in a manner suited to their stage and mode of study. Examples of authentic assessment include critically appraising existing journals, evaluating misleading scientific or healthcare claims, exploring inequalities within STEM-related contexts, and producing outputs for different audiences such as patients and the public. Students present their work through varied formats, including written analyses, public-facing resources, and conference-style presentations. Structured peer-learning activities support feedback literacy, reflective practice, and confidence in communication across all student groups.Embedding this approach has enhanced alignment between academic and learning services teams, professional skills development, and inclusive student support. The session highlights our approach to collaborative assessment design, offering insights relevant to STEM educators.