There are a set of core concepts (‘big ideas’) that are central to the discipline of Human Physiology and thus important for students to understand and demonstrate their capacity to apply the knowledge. However, a preliminary study indicated poor mapping of an existing set of core concepts (1) in subject learning outcomes across physiology curricula in undergraduate degree programs across Australian universities. The first aim of this project was to reach Australia-wide agreement on the core concepts of physiology using the Delphi method – an iterative process that explores agreement and disagreement amongst participants to achieve representative consensus. In the first phase, physiology educators from 25 of 40 Australian universities agreed to be part of a Task Force, which agreed on seven core concepts of physiology. In the second phase, national consensus was reached on the seven core concepts following a survey to physiology educators across Australian universities of which 125 responded. The agreed core concepts are currently being ‘deconstructed ’ into subsidiary sub-concepts. The second aim of the project is to incorporate the agreed core concepts into an Assessment Framework which will improve assessment of learning outcomes. This is a pressing concern – in a pilot study, expert analysis of high stakes assessments from various Australian universities has indicated a pre-occupation with testing mainly discipline knowledge. To move beyond assessment of memorised material (itself important) to analytical, practical and creative aspects of science, we have developed an assessment framework based on the Organisation for Economic Cooperation and Development’s Programme for International Student Assessment (PISA) 2015 Science framework (2). The framework maps assessment to the student’s ability to explain phenomena, interpret data, and evaluate, design and conduct scientific enquiry.  We have incorporated the agreed core concepts into this framework, which also maps against threshold learning outcomes and subject learning objectives. The complete framework can then be used to design assessment that not only measures knowledge gain, but also conceptual knowledge, higher-order thinking and the ability to practice science. To date, we have trialled assessments against the Assessment Framework with consistent results that it is achieving its goals – highlighting gaps and providing critical feedback to those involved in the design of assessments.   In conclusion, we have reached national agreement on the core concepts of physiology, which when embedded will provide some standardisation across undergraduate physiology curricula across Australia. In turn the Assessment Framework will provide essential information on current assessment practices and drive a more sophisticated understanding of student achievement, while at the same time, building assessment capability and improving teaching and learning practices in physiology.