Integrative Assessment ran from 2005 to 2006 and was a mini-Theme set up to follow on from work on the Assessment Enhancement Theme (2003-2004). The Theme defined integrative assessment as ‘an approach to enhancing assessment; one which brings the various strands of assessment together in a coherent way that addresses the desired goals and takes account of opportunities and constraints in the setting concerned’.
The Theme focused on optimising the balance between formative and summative assessment. While the constraints and opportunities that shaped assessment in 2005-06 may have changed over time, many are undoubtedly the same.
The pressures brought about by the COVID-19 pandemic brought significant disruption and challenge to higher education with cohorts of students experiencing new ways of learning, teaching and assessment. Assessing effectively, in an integrated way, is as important now as it was when the Integrative Assessment Theme was first conceptualised and delivered and will remain so.