A holistic approach to authentic and engaging assessment during the Covid-19 pandemic: an Australian case study


  • Sabina Cerimagic University of Sydney
  • M. Rabiul Hasan University of Sydney




assessment, connected learning at scale, Business Co-Design, online, active and peer learning pedagogy, Covid-19


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Cerimagic, S. and Khanna, P. (2020) ‘Transforming assessment – critical reflections around resolving tensions between assessment for learning and of learning’, Australasian Society for Computers in Learning in Tertiary Education (SCILITE), 2020 conference. University of New England, Armidale, NSW, Australia 30 November-1 December.

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Mantai, L. and Huber, E. (2021) ‘Networked teaching: overcoming the barriers to teaching experiential learning in large classes’, Journal of Management Education, pp.1-24. https://doi.org/10.1177/1052562920984506

Peterson, K. ‘Colleges speeding up digital transformation’, 14 October 2020, Salesforce.org. Available at: https://www.salesforce.org/blog/hed-speeding-up-digital-transformation/ (27 May 2021).




How to Cite

Cerimagic, S. and Hasan , M. R. . (2021) “A holistic approach to authentic and engaging assessment during the Covid-19 pandemic: an Australian case study”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.690.