Keeping assessment inclusive when security matters
2 - 3.30PM | Thursday 22 October 2026
Presenters: Dr Teagan Mock, Dr Rachel Kasturi, Freddy Ha
A renewed focus on secure assessment raises important questions for educators and program leaders: how do we assure learning without narrowing the ways students can demonstrate it? How do we protect academic standards while also supporting access, clarity, and belonging?
In this workshop, we will explore how inclusive practice and Universal Design for Learning (UDL) 3.0 can sit alongside secure assessment design. Using a real first-year course example from the School of Biotechnology and Biomolecular Sciences, Dr Teagan Mock will discuss how assessment variety, sequencing, weighting, and preparation opportunities can strengthen inclusion while still meeting policy expectations.
We will then consider how inclusive and secure assessment can be supported holistically across the whole program, rather than left to isolated courses, including:
- what Course Authorities should be watching for within their course;
- the important distinction between UDL and educational adjustments;
- why access and inclusion need to be built into both program and course design, rather than left solely to disability services.
About the presenters
Dr Teagan Mock (she/her)
Dr Teagan Mock is an Education Focussed Lecturer in the School of Biotechnology and Biomolecular Sciences at UNSW, where she convenes large first-year courses. Her teaching and research focus on inclusive curriculum design and the creation of accessible, engaging learning experiences for diverse student cohorts across large-scale, in-person and online learning environments. She is also Co-lead of UNSW’s Digital and Online Learning Innovation Community of Practice.
Dr Rachel Kasturi (she/her)
Dr Rachel Kasturi is a Senior Inclusive Educational Designer in the PVCE Curriculum and Educational Design team, where she leads initiatives to advance inclusive education. Drawing on a background in communication sciences and student equity, she partners with students, academics and professional teams to embed accessibility, usability and Universal Design for Learning within curriculum design and teaching practice. Her work focuses on translating inclusive principles into sustainable, system-level change that strengthens capability, clarity, and belonging across complex higher education environments.
Freddy Ha (he/him)
Freddy Ha is an Educational and Assessment Designer in the PVCE Curriculum and Educational Design team, where he works on assessment design, curriculum mapping and assurance of learning at the program level. Drawing on a background in higher education teaching, digital learning leadership and AQF-aligned program design, he partners with faculties' stakeholders to align assessment with intended outcomes and make the evidence of student learning visible. His work focuses on holding security and inclusion together as conditions of the same goal, strengthening coherence, transparency and confidence in what a qualification certifies.
