For over 30 years, the notion of authentic assessment in higher education has been adopted in academic practice, but it has managed to escape substantial critique. Although there have been multiple definitions and operationalisations of authentic assessment, current practice tends to foreground mimicking of work tasks. Authenticity cannot be…

Online assessment is defined as a systematic method of gathering information about a learner and learning processes to draw inferences about the learner's dispositions. Online assessments provide opportunities for meaningful feedback and interactive support for learners as well as possible influences on the engagement of learners and learning…

There is a general tension between the individualised nature of current assessment practices in higher education and a collaborative approach to learning. This results in many dilemmas for educators as they try to balance academic integrity concerns and student preferences with social or collaborative assessment practices, including peer…

Assessment in higher education is a complex path to navigate, with unexpected twists and turns. Although many studies project the positive outcomes of assessment for learning, the outcomes do not always match the intention. Even when formative assessment is well-planned, the implementation may take such a toll, leaving a lecturer physically…

Classroom assessment is the process of documenting the knowledge, skills, attitudes and beliefs of learners. It provides essential feedback to both instructors and students to improve their teaching methods for guiding and motivating students to be actively involved in their learning. Assessment drives learning. Formative assessments enable the…

Assessment for Learning (AfL) describes the powerful role assessment plays in shaping how and what students learn. AfL is associated with formative assessment and is placed in contrast to the summative role of certification. This article, however, focuses on AfL in Confucian-influenced cultures and finds that this summative/formative binary does…

The students' assessment regarding collaborative learning and workgroups is being reported as one of the main concerns in higher education. The increased technological evolution leads to adapting novel self and peer assessment methods to e-assessment. This paper reports the results of a study to evaluate students' opinion about their experience…

Generative artificial intelligence technologies, such as ChatGPT, bring an unprecedented change in education by leveraging the power of natural language processing and machine learning. Employing ChatGPT to assist with marking written assessment presents multiple advantages including scalability, improved consistency, eliminating biases associated…

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…

With increasing canonicity, particularly within higher education assessment, the demonstrable achievement of goals, or the delivery of a program, or as one scholar wryly deemed it, the "manipulation of the independent variable" (Moncher and Prinz 1991, p. 247), are commonly referred to as implementation fidelity or fidelity of…

Purpose: This paper aims to explore the best practices to institutionalize the internal quality of student assessment (SA) when a gap emerges between quality conceptualization and practice work, using Imam Abdul Rahman bin Faisal University (IAU) as a case study. Design/methodology/approach: A single-embedded case study research design…

Program-level assessment is a holistic approach for arranging assessments throughout a degree program that supports sequential development of discipline knowledge, transferable skills and career readiness. Currently, the modular arrangement of courses means that student learning is partial, limited to passing the assessment and compartmentalized…

Quality curriculum design and assessment processes are essential for promoting student competency development and demonstrating institutional effectiveness. As faculty have a key role in these efforts, it is important that they are equipped with adequate tools and support. A backward design model with embedded assessments aligned to industry…

Although scholars have proposed many types of self-assessment methods. There are still many teachers in China who consider that student self-assessment is "difficult to implement". This paper aims to optimize the assessment of MOOC learning, and to establish an integrated student self-assessment paradigm with "student-centered,…

Assessment drives learning and determines success in higher education. In a robust and defensible system, assessment should not exclude based on extraneous student characteristics, particularly as the student body becomes more diverse. This research sought to examine classroom assessment designs that might make assessment inclusive. A critical…