Assessment In Higher Education Research Articles

Educationally authentic assessment: reframing authentic assessment in relation to students’ meaningful engagement

ABSTRACT With increasing calls for authentic assessment in higher education, the reference point for authenticity has been questioned. Typically, researchers define authenticity in relation to purposes of higher education, which are contested. Advancing the notion of educational authenticity rather than professional, societal, disciplinary, or developmental authenticity, we shift the reference point from outcomes to the process of meaningful student engagement. To illuminate features of educational authenticity in assessment, we surveyed students about their most interesting, engaging assessment and analysed 302 explanations why that assignment was so engaging. While many students cited real-world connections, consistent with most authentic assessment literature, more described having choice in some aspect of the assignment. We examined how choice, not typically a defining feature of authentic assessment, and real-world connection mattered to students and promoted meaningful engagement. Understanding and designing for educational authenticity can lead to various, valued outcomes highlighted in existing authentic assessment literature.

Instructors’ Beliefs About ESP Assessment: A Case Study

With the world's increasing globalization, English has become the most widely used language for communication, and English for Specific Purposes (ESP) has begun to receive more attention in the twenty-first century due to the effects of globalization and an increase in the need for skilled workers. English for Specific Purposes is a specialized branch of English language learning that focuses on teaching English in particular fields. The assessment process must be customized to the unique characteristics of English for Specific Purposes (ESP), and teacher beliefs can significantly impact on how students are taught and assessed in this subject. Previous research has concentrated on ESP course design and needs assessment in the field. However, teachers' beliefs regarding ESP assessment have not received enough attention. As a result, the study's goal is to investigate the instructors' beliefs regarding ESP assessment in higher education. Three English instructors in a state university’s College of Foreign Languages serve as a sample for this qualitative case study. Semi-structured interviews and seven weeks of reflective journaling were used to gather the data. According to the results, participants believe that ESP assessment has specificity, and it is valuable and accountable. It is also believed that ESP assessment lacks students’ motivation and requires adaptation. The school policy, student motivation, and teacher performance in ESP assessment have influenced these beliefs. To conclude, teacher participation and education are necessary for ESP assessment.

Revolution, evolution, or regression – the transformation of assessments through times of pandemic and AI

In this paper we will discuss the tensions between, revolution, evolution and regression that are shaping assessment practice in higher education. The two major influences on shaping assessment in higher education in recent years have been: (1) the pandemic that pressurised universities to embrace online practice, sometimes temporarily. When the post pandemic pushback restored ‘tried and tested’ face to face practices in exam centres and traditional assessment spaces (e.g. labs), it revealed the potential for adopting online tools and practices and the value of enhancing digital competences for staff and students; and (2) Artificial Intelligence (AI) as a disruptor, which since the autumn of 2022 continues to influence approaches and attitudes to assessment. Institutional concerns for impact on reputation and the focus on integrity and student conduct is shaping the assessment landscape as are the technological and pedagogical opportunities and risks presented by proctoring software and generative AI. We claim that elements of revolution, evolution and regression can be traced in the developing landscape of assessment redesign and technology mediated assessment. The paper will synthesise the outcomes of two projects, at the Centre for Online and Distance Education, University of London: (a) the longitudinal evaluation of assessment practises between 2020 and 2023 and (b) a project that looked at perceptions of academic integrity in the current climate of AI threats and opportunities.

Technology Enhanced Assessment in Higher Education

Research indicates that assessment of learning and assessment of learning outcomes are the biggest challenges that teachers in higher education (HE) face. Traditional assessment practices do not work when learning and teaching is supported with technologies, which is inevitable in HE today. Teachers lack digital competence in designing assessment strategies and applying digital technologies for assessment of learning process and learning outcomes. DIGI-PROF project aims to address these challenges by introducing innovative learning and teaching practices that promote transparent technology enhanced assessment for online learning. This paper seeks to identify how teachers have progressed with application of digital technologies to support technology enhanced assessment of learning process and learning outcomes. The research revealed which technologies teachers apply for technology enhanced assessment of learning process (voice/video/text communication channels, file-sharing services, emails, and online quizzes), and how teachers use these technologies to facilitate learning process (providing feedback, applying technologies for peer assessment, and monitoring of students’ learning). The study opened perspectives for further investigation on the use of learning analytics data to monitor and track students' learning progress.

Embedding assessment flexibilities for future authentic learning

ABSTRACT Studies reporting flexible assessment strategies and their impact across different modes of study remain limited with little emphasis placed on the role these arrangements play in devising authentic assessment processes. This paper synthesises recent research work depicting flexible design principles and practice strategies for how educators might effectively and with confidence move assessment forward in ways that prepare students for a multitude of future possibilities. Evidence is presented for how such assessment arrangements can be created to allow for a valid and authentic representation of student performance in increasingly digital learning environments. Authentically future-facing assessment in higher education needs to be adaptable, ideally offering an element of flexibility and agency to students which helps them to continuously connect what they are learning – ideas to thinking, principles to problems, theory to practice, learning to life.

Rethinking assessment: the potential of ‘innovative’ or ‘creative’ assessments in history

Assessment forms an integral part of history education at all levels, throughout school, college and university. The process of assessing and being assessed occupies much time and attention of staff and students alike. Research demonstrates that diversifying assessment methods has the potential to enhance student engagement. However, assessment remains relatively traditional compared to innovation in other areas of history curricula. Opportunities to rethink assessment can feel limited, constrained by sector or institutional frameworks. This article uses practitioner research to advocate rethinking assessment in history, and asks how ‘creative’ or ‘innovative’ approaches to assessment can make this a more effective and meaningful process within a subject-specific context. The focus is history assessment in higher education in the UK, but the context, discussion and recommendations have wider reach, extending beyond disciplinary, educational sector and geographical boundaries. It demonstrates the potential, practicalities and possible pitfalls of alternative forms of assessment, using a case study of creative approaches to assessing history.

Evaluating the evaluators: a comparative study of AI and Teacher Assessments in Higher Education

This study aims to examine the potential differences between teacher evaluations and artificial intelligence (AI) tool-based assessment systems in university examinations. The research has evaluated a wide spectrum of exams including numerical and verbal course exams, exams with different assessment styles (project, test exam, traditional exam), and both theoretical and practical course exams. These exams were selected using a criterion sampling method and were analyzed using Bland-Altman Analysis and Intraclass Correlation Coefficient (ICC) analyses to assess how AI and teacher evaluations performed across a broad range. The research findings indicate that while there is a high level of proficiency between the total exam scores assessed by artificial intelligence and teacher evaluations; medium consistency was found in the evaluation of visually-based exams, low consistency in video exams, high consistency in test exams, and low consistency in traditional exams. This research is crucial as it helps to identify specific areas where artificial intelligence can either complement or needs improvement in educational assessment, guiding the development of more accurate and fair evaluation tools.

Teachers’ Perceptions About Authentic Assessment in Higher Education A University Case Study

Teachers’ Perceptions About Authentic Assessment in Higher Education A University Case Study

Behind the grades: co-constructing fairness to reach agreement in evaluative judgement

Assessment in higher education is often a balancing act between fairness and the inherent complexity of standards, with evaluative judgement playing a crucial role in determining the quality of student work. This study employs a sociomaterial perspective to investigate the often-obscured justifications used by examiners during real-time moderation meetings, as well as their role in shaping judgements. Through participant observation and focus group interviews, a two-stage analysis was conducted. Thematic analysis identified four categories of justifications – predefined, personal, norm-based and other justifications – highlighting a range of rationales behind examiners’ grading decisions. Subsequent interaction analysis explored how these justifications inform the evaluative judgement process, revealing their role in co-constructing an understanding of fairness to reach a compromise. A key finding is that different perspectives on fairness significantly impact evaluative judgements. The study recommends the use of the concepts ‘tinkering’ and ‘rupturing’ as analytical tools to promote flexibility and harness the strengths of subjectivity while maintaining the integrity of judgements.

The Development and Utilization of an Electronic Assessment Software in Dental Education: A Comprehensive Evaluation

Purpose/ObjectivesThis article introduces the Key Electronic Assessment Platform (KEAP), an electronic-based assessment platform created in-house at the College of Dentistry (COD), King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia. It highlights the platform’s integral value and demand within the educational system. MethodsThe article introduces the KEAP system design and architecture, describes its features, tests, and implementation in addition to its maintenance and security. It also presents the outcomes of KEAP utilization and the level of users’ satisfaction. ResultsThe KEAP item bank has been expanded by more than 26,500 questions over the last four academic years and 1,255 exams have been administered. KEAP provides a highly secure structured framework for assessment planning, conduction, and evaluation. More than 90% of students and faculty are satisfied or very satisfied with their experience using the KEAP system indicating that it is well accepted by the end users. ConclusionsThe development of KEAP is based on contextual factors in COD, KSAU-HS with the aim of creating a process for assessment that is valid, efficient, standardized, and highly secure. KEAP’s design and successful implementation can provide a successful example of implementing electronic-based assessment in higher education.

The Coherence between Innovative Teaching Methods and Formative Assessment in Higher Education

Under the umbrella of VUCA-world and growing international competition, the human factors are playing more important role in higher education [9], [18]. Innovative teaching methods and formative assessment are significant transformational part of this process [24]. No doubt, teaching and learning methodology and assessment has strong coherency [19]. This presentation focuses on the relationship between innovative teaching methods and formative assessment. In the first part of the presentation, the philosophical phenomena of this process comes from John Dewey ‘learning by doing’ principle [8]. Thus, innovative teaching methods have strong impact of different types of interactions and broader meaning of learning, especially problem-, project- and inquiry-based learning [15]. Formative assessment focuses on following students’ progression and continuous feedback changing feedback culture in the teaching and learning process [29], [30]. Obviously, there are strong coherence between innovative teaching methods and formative assessment. In the second part of the presentation, the case study from Budapest Metropolitan University gives evidences to this required relationship giving best practices on innovation and formative assessment. Finally, at the end of the presentation, opened conclusion has dilemmas and questions.

Academic Dishonesty in Higher Education: A Bibliometric Analysis

The scholarly discussion of academic dishonesty in higher education institutions has experienced significant expansion for almost 30 years. This bibliometric analysis study aims to analyse past studies of academic dishonesty, focusing on higher education from 1981 to 2023. A comprehensive range of terms related to academic dishonesty was used to choose past papers from the Scopus database. Then a bibliometric analysis was conducted, which identified the year of publication, publication journal, country of origin, field of study, and authors. After selection, 594 articles in the Scopus database were identified. The paper's findings showed that research on academic dishonesty began in 1981 and kept increasing until 2023. Regarding journal publication, of the five top journals, four were related to integrity, ethics, and assessment in higher education. The field of study of social science leads to the most articles on academic dishonesty, and this study also found 10 authors who are at the top of journals on academic honesty. This study suggests that proactive steps are necessary to create a culture of academic honesty across all prospects in academia, encompassing higher education administrators, staff, lecturers, business industries, and students.

Online assessment in higher education: a mapping review and narrative synthesis

Online assessment takes many forms. While there have been reviews on a particular online assessment approach (e.g., online examinations or tests), there has not been a knowledge synthesis that considers online assessment research as a whole. A holistic understanding of online assessment research is important, as it recognizes differences in assessment approaches and the role of technologies in assessment. This understanding helps researchers navigate the heterogeneous body of research and allows educators to make research-informed improvements. To establish such an understanding, we analyzed 235 articles, following a mapping review and a narrative synthesis method. The findings revealed tests, assignments and skills assessments are major online assessment approaches. While research into tests reported using online technologies mainly to substitute or augment existing assessment, research into assignments and skills assessments was more likely to report using online technologies to modify or redefine assessment. Further, we identified disparities across the three approaches regarding academic misconduct, assessment validity, and reliability. We also identified a dearth of comparative research and a reliance on overall satisfaction and short-term self-reported impact measures as indicators of success. We discuss the implications of this review to provide insights for institutions and educators seeking to improve online assessment practices.

Designing experiential learning activities with generative artificial intelligence tools for authentic assessment

PurposeThis article investigates the application of generative artificial intelligence (GenAI) in experiential learning for authentic assessment in higher education. Recognized for its human-like content generation, GenAI has garnered widespread interest, raising concerns regarding its reliability, ethical considerations and overall impact. The purpose of this study is to explore the transformative capabilities and limitations of GenAI for experiential learning.Design/methodology/approachThe study uses “thing ethnography” and “incremental prompting” to delve into the perspectives of ChatGPT 3.5, a prominent GenAI model. Through semi-structured interviews, the research prompts ChatGPT 3.5 on critical aspects such as conceptual clarity, integration of GenAI in educational settings and practical applications within the context of authentic assessment. The design examines GenAI’s potential contributions to reflective thinking, hands-on learning and genuine assessments, emphasizing the importance of responsible use.FindingsThe findings underscore GenAI’s potential to enhance experiential learning in higher education. Specifically, the research highlights GenAI’s capacity to contribute to reflective thinking, hands-on learning experiences and the facilitation of genuine assessments. Notably, the study emphasizes the significance of responsible use in harnessing the capabilities of GenAI for educational purposes.Originality/valueThis research showcases the application of GenAI in operations management education, specifically within lean health care. The study offers insights into its capabilities by exploring the practical implications of GenAI in a specific educational domain through thing ethnography and incremental prompting. Additionally, the article proposes future research directions, contributing to the originality of the work and opening avenues for further exploration in the integration of GenAI in education.

Developing the Technology-Integrated Assessment Framework

The purpose of this paper is to describe the development of a new framework for understanding technology-integrated assessment in higher education based on a review of the literature using the assessment design in a digital world framework (Bearman et al., 2022) as a lens. Our review (Madland et al., 2024) revealed both congruities and incongruities between the literature and the framework, leading to the need for further work to accurately conceptualize technology-integrated assessment. In this article, we contribute to the literature on technology-integrated assessment in higher education by proposing the technology-integrated assessment framework. This paper marks an important step in extending our understanding of the factors influencing instructors who integrate technology into their assessment practice and promoting ethical and equitable approaches to technology-integrated assessment in higher education.

Technology-Integrated Assessment: A Literature Review

The purpose of this paper is to explore the nature of the scholarly literature between 2016 and 2023 on the impact of classroom technology on higher education instructors’ assessment practices through the lens of the assessment design in a digital world framework (Bearman et al., 2022). Specifically, the paper focuses on (a) describing the assessment design in a digital world framework, (b) identifying the scope and breadth of the literature relating to technology-integrated assessment, and (c) highlighting any gaps between the Bearman et al. model and the literature. This paper marks an important step in extending our understanding of the factors influencing instructors who integrate technology into their assessment practice and promoting ethical and equitable approaches to technology-integrated assessment in higher education.

Technical Training of Evaluators in The Context of Self-Assessment of Courses at the University of Belas

The study addressing the self-evaluation of courses and programs in HEIs, currently considered one of the main challenges of the higher education subsystem and the executive. It is believed that the creation of a culture of evaluation in the sector could have a positive impact on the quality of teaching, increasing scientific research and extension practices. The objective of the study is to verify the technical qualifications of the members of the self-evaluation committee (CAA) and assess the extent to which they can be reflected in the results of the self-evaluation process of courses and programs; It was theoretically supported by legislation that regulates higher education. This is a qualitative approach, using semi-structured interviews. Among the results, we highlight the non-adaptation of the IES's internal regulations and processes to Presidential Decree 310/20 and the legislation that regulates assessment in higher education; the longer you remain on the commission, the better the evaluator's performance and contribution to the process; in general, evaluators are not trained in areas related to evaluation and have not even had related training; evaluators have little knowledge of the legislation that regulates the evaluation process. On the other hand, there is a need to carry out a training plan that includes the dimensions of research that involve CAA members, Managers and Administrative Technical Personnel (PTA) in the UNIBELAS self-evaluation process, as well as the need to allocate budget funds to support the process.

Global state of the art of teaching life cycle assessment in higher education

PurposeGlobally, there is an increased demand for education on life cycle assessment (LCA). In response, there has been an increase in course availability, but also a lack of clarity on the comprehensiveness of these offerings and the resulting student competencies.MethodsA global survey was conducted to obtain empirical evidence on teaching LCA. The survey explored the availability of LCA courses globally and the depth of the teaching, including expected core competencies and related teaching and learning workloads. A purposive sampling strategy was adopted wherein eligible participants were approached by the researchers.Results and discussionAccording to the survey, annually, over 10,000 students participate in more than 200 LCA courses. The results reflected the interdisciplinary nature of LCA with courses being taught across different disciplines, including engineering, chemical sciences, and economics. Estimated workload demands for achieving different competency levels were significantly lower than those estimated by an expert panel before. This may be attributed in part to respondents not accounting for the full workload beyond classroom interactions. Nonetheless, workload demands increased with competency levels.Conclusions and recommendationsThe results emphasize the need for a common understanding of LCA teaching with regard to content, literacy levels, and competencies to avoid false expectations of the labor and research markets in terms of available expertise. Therefore, LCA curriculum development and program planning remain significant challenges and essential tasks for the global LCA community.

AI and assessment in higher education

AI and assessment in higher education

Learner Experiences of Mobile Apps and Artificial Intelligence to Support Additional Language Learning in Education

This study examines learners’ experiences and the use of language learning applications (“apps”) as a primary source of second or additional language learning (“L2”) instruction and assessment in higher education. It purviews the integration of artificial intelligence (AI)-powered features that support technology-enhanced language learning experiences. Principles of pedagogy, heutagogy, and self-determination theory are used to inform the appropriate design and application of AI to support language learning. We examine the congruence between learner's goals with perceived outcomes following a 4-week language learning intervention using an app. A survey of n = 151 adult learners across two Canadian universities revealed: (a) apps are perceived as an engaging, convenient, and structured approach to early stages of L2 learning and (b) the integration of AI for conversation-based simulations or speech recognition would enable more adaptive, personalized L2 learning experiences. The authors discuss implications for future developments and AI uptake for language learning apps.