Abstract
Aim: This autoethnographic case study examines the implementation of a revised assessment design within postgraduate counterterrorism and intelligence subjects, focusing on how assessment innovations can enhance professional analytical capability and academic integrity.
Background/context: The assessment redesign responds to contemporary challenges in higher education, particularly the limitations of text based academic integrity tools and the growing influence of generative AI (Dollinger, et. al., December 1, 2025). To address these pressures, the assessment
structure moves beyond predominantly written tasks toward an integrated model that combines rigorous analytical essays with supervised oral assessment components (TEQSA, September 24, 2025).
Description:
Through an autoethnographic lens, the researcher examines how the revised assessment design, now comprising two major analytical assessments that integrate substantial written essays with supervised reflective and discipline knowledge mini vivas, advances academic integrity and real-world
counterterrorism learning. Unlike traditional assessments that privilege written analysis, implementing this structure reveals how oral interaction verifies authorship while developing professional capabilities such as briefing, defending judgements, explaining uncertainties, and demonstrating conceptual clarity and analytical reasoning.
Method: This case study uses an autoethnographic approach (Reed-Danahay, 2020) to explore the impact of an assessment redesign. The researcher reflects on the implementation of new way of assessing and assuring learning in counterterrorism and intelligence education.
Evidence: The researcher’s experience illuminates key contextual and cultural factors shaping effective skills focused assessment design, highlighting purposeful structure, clear communication, and openness to critique that strengthen academic defensibility and postgraduate level judgement.
Contribution: The assessment design advances three key objectives: academic integrity, builds disciplinary and professional skills, and aligns learning with real-world counterterrorism practice, adding to the space of innovating assessment design
Background/context: The assessment redesign responds to contemporary challenges in higher education, particularly the limitations of text based academic integrity tools and the growing influence of generative AI (Dollinger, et. al., December 1, 2025). To address these pressures, the assessment
structure moves beyond predominantly written tasks toward an integrated model that combines rigorous analytical essays with supervised oral assessment components (TEQSA, September 24, 2025).
Description:
Through an autoethnographic lens, the researcher examines how the revised assessment design, now comprising two major analytical assessments that integrate substantial written essays with supervised reflective and discipline knowledge mini vivas, advances academic integrity and real-world
counterterrorism learning. Unlike traditional assessments that privilege written analysis, implementing this structure reveals how oral interaction verifies authorship while developing professional capabilities such as briefing, defending judgements, explaining uncertainties, and demonstrating conceptual clarity and analytical reasoning.
Method: This case study uses an autoethnographic approach (Reed-Danahay, 2020) to explore the impact of an assessment redesign. The researcher reflects on the implementation of new way of assessing and assuring learning in counterterrorism and intelligence education.
Evidence: The researcher’s experience illuminates key contextual and cultural factors shaping effective skills focused assessment design, highlighting purposeful structure, clear communication, and openness to critique that strengthen academic defensibility and postgraduate level judgement.
Contribution: The assessment design advances three key objectives: academic integrity, builds disciplinary and professional skills, and aligns learning with real-world counterterrorism practice, adding to the space of innovating assessment design
| Original language | English |
|---|---|
| Pages | 320 |
| Publication status | Published - Jul 2026 |
| Event | HERDSA 2026 Annual Conference : Re-envisioning Higher Education for Tomorrow's Learners - Singapore , Singapore , Singapore Duration: 06 Jul 2026 → 09 Jul 2026 https://conference.herdsa.org.au/2026/ |
Conference
| Conference | HERDSA 2026 Annual Conference |
|---|---|
| Abbreviated title | Re-envisioning Higher Educaiton for Tomorrow's Learners |
| Country/Territory | Singapore |
| City | Singapore |
| Period | 06/07/26 → 09/07/26 |
| Internet address |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education -
SDG 16 Peace, Justice and Strong Institutions
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