The Synthetic Anatomy module at King’s College London offers a refreshing alternative to traditional STEM assessments by placing process, reflection, and collaboration at the heart of student learning. Rooted in both artistic practice and scientific inquiry, the module asks students to design and create 3D-printed speculative anatomies—structures that explore how the body may evolve, adapt, or transform.
One of the most distinctive features of the module is its reflective Padlet, where each student documents their creative journey week by week. Far from a simple journal, these Padlets become living portfolios: a space for questioning, iteration, and experimentation. Students record failures alongside breakthroughs, developing a reflective mindset that is essential to both design and scientific research.
Assessment culminates in a group table display, inspired by art school “crit” culture. Teams present their prototypes, sketches, and failed prints—not just polished outcomes—and engage in structured critique with staff, peers, and visiting experts. This approach values openness, dialogue, and resilience, and recognises that meaningful learning often happens long before the final artefact.
By focusing on learning processes rather than final products, Synthetic Anatomy reflects the core principles of Assessment for Learning: transparency, metacognition, and meaningful engagement. It stands as a powerful example of how interdisciplinary modules can reshape assessment practice across the university.