Immigrant students’ experiences of assessment methods used in Icelandic universities

Abstract

ABSTRACT The paper comes from the first extensive qualitative research project on immigrant students’ experiences of higher education in Iceland. The aim of the paper is to explore immigrant students’ experiences of different assessment methods, such as summative, formative and group assessment, applied in three Icelandic universities. The analysis of the participant interviews revealed that teachers still frequently apply summative assessment methods involving high-stakes examinations, which the participants regarded as not beneficial. The participants highlighted the fact that high-stakes examinations neither motivate them nor promote active learning. The study also revealed that culturally responsive assessment is almost non-existent in Icelandic universities. Additionally, the participants wished for standardisation of the policies regarding special support during the examination periods for students whose native language is not Icelandic. The paper is highly relevant for teachers, policymakers and other academic personnel of universities with diverse student populations.