Professional identity formation (PIF) is a key part of helping students make the transition from the academic world into professional roles especially in hybrid programmes that combine multiple disciplines but can lack social recognition in the labour market. This paper explores how assessment design within a hybrid Business Information Systems (BIS) degree was ‘reimagined’ to explicitly support PIF through the Reimagining Assessment & Feedback Together (RAFT) initiative.

First Year BIS students taking the Information Systems for Business module completed a workplace-simulated data analysis project using MS Excel, Power Query and Power Pivot. Students take a dataset, clean and prepare the data, apply analysis tools and present the results of their analysis on a dashboard. The project was redesigned to incorporate a structured assessment checklist that prompted students to reflect on their:
1) technical and soft-skills development,
2) professional profile and
3) connection with real-world roles. Students were also asked to upload their work to LinkedIn/GitHub and communicate career-relevant takeaways as part of their final video presentation.

Based on reflective response and student feedback, this paper demonstrates how embedding prompts about career identity and self-evaluation encouraged students to connect their technical skills to future employment scenarios or roles. This intervention responds to reported challenges around professional identity uncertainty and the sometimes limited recognition often experienced by graduates of hybrid programmes.

Findings suggest that assessment tools such as reflective checklists can help scaffold career thinking, promote academic integrity and support identity development particularly when situated within authentic, industry-relevant tasks. The paper concludes with practical recommendations for embedding PIF into curriculum design across hybrid programmes.

Keywords: Professional identity formation, hybrid programme, assessment.