In an era where higher education demands not only knowledge acquisition but also the cultivation of attitudes and practical skills—and must respond dynamically to evolving stakeholder expectations including students, employers, accrediting bodies, and sector standards—assessment frameworks need to adapt to reflect this complexity with renewed flexibility and authenticity. Here we introduce a dynamic, adaptable model for authentic and inclusive assessment, developed by the School of Arts & Creative Technologies and the Business School at the University of Greater Manchester. Informed by institutional guidelines, sector best practices, and national frameworks for written and practical assessments, the model advances a flexible rubric framework that embraces cognitive, affective, and psychomotor domains—recognising the multidimensional nature of learning essential for employability and lifelong success.

Our approach transcends traditional assessment boundaries through enriched learning outcomes and rubrics expressed using a nuanced, discipline-sensitive vocabulary that precisely captures the multi-dimensional facets of the learning demonstrated by students. This ensures that we capture not only what students know, but also how they feel, engage, and perform in authentic, real-world contexts. By distinguishing core and optional rubric criteria, our model offers tailored assessment pathways that honour individual learner needs while upholding academic rigour and meeting national and employer standards.

Methodologically, rubric selection is strategically aligned with assessment type—analytic or holistic, qualitative or quantitative—and the diverse nature of learning tasks, from presentations and portfolios to simulations and practice-led assignments. This flexibility addresses challenges faced across specialist schools, where varied assessment forms can risk learner confusion if not coherently aligned.

Ultimately, this framework champions inclusivity, authenticity, and employability in assessment design, fostering equitable opportunities for all students to demonstrate their full spectrum of learning and meet stakeholder expectations. As a work in progress, this ongoing research invites collaboration and engagement from educators, practitioners, and institutions keen to refine and expand inclusive assessment practices. This session will share insights from the collaborative development process, practical implementation experiences, and future directions for enhancing assessment practices across disciplines.

Keywords: Inclusive Assessment, Multidimensional Learning, Flexible Rubrics.