Institutional Sources & Research
The Mori Assessment Frameworks are influenced by publicly available assessment policies, procedures, guidelines and frameworks from Australian higher education institutions, alongside relevant international approaches and academic research.
The models presented within Mori are adapted and generalised representations of these approaches. They are designed to support curriculum design, assessment planning, curriculum mapping and assurance of learning across diverse institutional contexts.
The Mori models may not reflect the exact policies, requirements or implementation practices of the institutions identified as influences. Institutional requirements may include additional conditions, exceptions, definitions or approval processes that are not represented within Mori, and may change over time.
Institutional influences and links to relevant public documentation are provided to support transparency, further exploration and informed decision-making. Their inclusion does not imply endorsement, affiliation or approval by the institutions referenced.
Users can configure and adapt the Mori models to suit their own institutional context. Users should consult their institution's current official policies, procedures, guidelines and accreditation requirements when designing or reviewing assessment.
Mori's framework checks, visualisations and reports are intended to support curriculum design and review. They do not constitute a formal determination of institutional compliance, accreditation approval or confirmation of student achievement.
Victoria University
Australia
Assessment for Learning Policy
Overall assessment principles and assurance context.
Clauses 35–37: developmental stages.
Effective: 2025-06-12 · Reviewed: 2026-11-13 · Mori influences: dual, programmatic
Assessment for Learning – Standards for Assessment Procedure (HE)
Secure and open assessment design and hurdle requirements.
Part D, clauses 21–25; Part E; Part H. Clause 22 hurdle/coverage interpretation needs institutional confirmation.
Effective: 2025-06-12 · Reviewed: 2026-11-13 · Mori influences: dual, weighted, threshold
AI Governance and Responsible Use Policy
Responsible AI governance context; AI permissions remain independent of security.
Learning and Teaching, clauses 41–44.
Effective: 2026-05-12 · Reviewed: 2026-11-13 · Mori influences: dual, programmatic
VU Block Model 2.0 Principles and Descriptors
Whole-of-course scaffolding and secure/open assessment context.
Section 3: assessment and assurance of learning.
Effective: Not stated · Reviewed: 2026-11-13 · Mori influences: dual, programmatic
University of Sydney
Australia
Assessment Procedures 2024
Program assessment planning and open/secure distinctions.
Consult the current linked document.
Effective: Not stated · Reviewed: 2026-11-13 · Mori influences: dual, programmatic
Assessments — student guidance
Explanation of the two-lane approach for students.
Consult the current linked document.
Effective: Not stated · Reviewed: 2026-11-13 · Mori influences: dual, programmatic
University of Melbourne
Australia
Assuring learning at Melbourne
Assessment assurance and authentic AI-enabled learning context.
Consult the current linked document.
Effective: Not stated · Reviewed: 2026-11-13 · Mori influences: weighted, programmatic
A taxonomy for Assurance of Learning
Broader assurance of learning design context.
Consult the current linked document.
Effective: Not stated · Reviewed: 2026-11-13 · Mori influences: weighted, programmatic
University of Queensland
Australia
Assessment Procedure — version 10
Source for supervised components and assessment conditions. Check version effective date before application.
Consult the current linked document.
Effective: Not stated · Reviewed: 2026-11-13 · Mori influences: weighted, threshold
Secure Assessment Hurdles Guidelines
Design considerations for valid secure hurdle evidence.
Consult the current linked document.
Effective: Not stated · Reviewed: 2026-11-13 · Mori influences: weighted, threshold
Griffith University
Australia
AI in Assessment Approach
Gateway course coverage and independent AI conditions.
Our Approach; AI prohibited Gateway Courses.
Effective: Not stated · Reviewed: 2026-11-13 · Mori influences: gateway, programmatic
University of Bath
United Kingdom
Teaching and Assessing in the Two-Lane Framework: Staff Guidance and FAQs
International two-lane influence; distinguishes the earlier ABC categories from the September 2026 framework.
Two-lane replacement of ABC categorisation.
Effective: 2026-09 · Reviewed: 2026-11-13 · Mori influences: dual
University College London
United Kingdom
Three categories of GenAI use in assessment
Communication of AI permissions. This is guidance, not a university-wide formal policy.
Categories 1–3 and academic integrity notes.
Effective: Not stated · Reviewed: 2026-11-13 · Mori influences: dual
Queen Mary University of London
United Kingdom
AI and assessment
Traffic-light permissions and AI declarations; staged adoption through 2027–28.
Red, amber, green categories; AI declarations.
Effective: Not stated · Reviewed: 2026-11-13 · Mori influences: dual
University of Newcastle
Australia
University of Newcastle Assessment Framework — November 2025
Secure/open assessment, constructive alignment and the independence of security from AI use.
Version 1, endorsed November 2025.
Effective: Not stated · Reviewed: 2026-11-13 · Mori influences: dual, programmatic
University of Newcastle Assessment Framework — teaching resource
Practical interpretation of open and secure assessment types.
See the linked source for current scope and conditions.
Effective: Not stated · Reviewed: 2026-11-13 · Mori influences: dual, programmatic
British University Vietnam — research influence
Vietnam
Furze, Perkins, Roe & MacVaugh (2024), The AI Assessment Scale (AIAS) in action: A pilot implementation of GenAI-supported assessment
Research influence for Mori’s AI Integration Spectrum; a pilot does not establish universal effectiveness.
AJET 40(4), 38–55; DOI 10.14742/ajet.9434.
Effective: Not stated · Reviewed: 2026-11-13 · Mori influences: dual, programmatic
Research & Further Reading
TEQSA — Assessment reform for the age of artificial intelligence · Trustworthy learning evidence and assessment reform.
TEQSA — Gen AI strategies: Emerging practice toolkit · Course-level risk analysis and assessment security.
Office for Students — Making AI work for students: reflections on institutional practice · International practice and communication of assessment expectations.