Collaborative Governance in Assessment Reform



Building Trust, Shared Ownership, and Sustainable Change

ACCOUNTABILITY & LEADERSHIP IN AI

How to cite this learning scenario

Arantes, J. (2025). Collaborative Governance in Assessment Reform. www.AI4education.org. Licensed under a Creative Commons Attribution 4.0 International License.
abstract
This scenario illustrates how an educational institution embedded principles of good governance — transparency, inclusivity, and collective stewardship — into a major assessment reform project. It focuses on how early recognition of historic trust deficits, commitment to codesign processes, and attention to relational as well as procedural outcomes led to a deeper culture shift. The scenario is designed to prompt critical reflection on how governance practices not only support procedural change but actively transform institutional relationships and trust.

"Good governance listens not to defend, but to understand, build, and act with the community it serves."

Is this good governance in action?

In your institution, a major assessment reform has been announced, identified as a shared strategic priority for the coming academic cycle. Early in the process, leadership acknowledges the trust deficits caused by previous top-down reforms and commits publicly to a different approach — one grounded in collaboration, transparency, and relational accountability. You are invited to join a taskforce where clear governance principles are established from the outset: codesign, inclusivity, and responsiveness. Staff, students, and leadership are formally represented. Meetings are structured around genuine dialogue rather than rigid agendas, with facilitation designed to surface concerns, expertise, and creative solutions from across the community. To manage timelines while honoring consultation, a staged approach is adopted: small working groups focus on key aspects of reform, feeding into regular open forums for broader feedback. Communications are fully transparent, with shared minutes, open feedback channels, and iterative updates. Leadership reframes concerns about timelines by emphasizing that long-term success depends on building collective ownership. Progress is monitored through both project milestones and relational indicators — such as trust surveys and visible adaptations based on input. Over time, staff engagement grows, resistance softens, and reform becomes a collective achievement rather than an imposed directive.

Research Topics

Research Questions

Governance principles for sustainable educational reform Codesign practices in institutional change Relational accountability in educational leadership Building institutional trust during periods of reform Participatory decision-making models in higher education
Who might be interested in this case? 
Practicing teachers (Primary, Secondary) TAFE and Vocational Education teachers Higher Education academics (Education, Leadership, Governance disciplines) Education policy researchers Institutional leaders and strategic governance bodies
How does relational governance impact trust during major reforms? What are the key design features of successful codesign processes in education? How can institutions measure both relational and procedural success during reform? What tensions arise between timeline management and participatory governance, and how can they be resolved? How do inclusive governance structures influence long-term reform sustainability?

Data Collection

Practicing teachers could collect data by recording weekly reflective vlogs that capture shifts in trust, engagement, and collaboration throughout the reform process. TAFE teachers could gather data through participatory photography projects where staff and students visually document their experiences of educational change. Higher education academics could collect data by conducting comparative case studies that analyse governance models and reform implementation across faculties. Researchers could gather data by undertaking institutional ethnographies that trace governance practices, relational dynamics, and decision-making over time. Leaders could collect data through 360-degree feedback surveys specifically targeting perceptions of governance transparency, responsiveness, and trust.
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Acknowledgement of Country We acknowledge the Ancestors, Elders and families of the Kulin Nation (who are the traditional owners of the land. where this work has bene predominantly completed. As we share our own knowledge practices, we pay respect to the deep knowledge embedded within the Aboriginal community and recognise their ownership of Country. We acknowledge that the land on which we meet, learn, and share knowledge is a place of age-old ceremonies of celebration, initiation and renewal, and that the Traditional Owners' living culture and practices have a unique role in the life of this region.