Jul 2026· Interdisciplinary Journal of Education Research· Vol 8, pp. a06· 0 citations· 67 references
Abstract
Higher education assessment has historically been characterised by high-stakes examinations that frequently promote surface learning and constrain deep understanding. This narrative review traces the evolution of assessment from early merit-based systems to contemporary methodologies that position assessment as a catalyst for learning. Drawing on 65 peer-reviewed and scholarly sources published between 1967 and 2025, the study employs an interpretive thematic synthesis to examine summative, formative, and sustainable assessment, with particular emphasis on feedback practices, peer assessment, and student motivation. The findings indicate that the design of assessment plays a critical role in shaping student engagement and learning outcomes, with transparent, well-aligned tasks corresponding to deeper learning, whereas poorly designed high-stakes assessments contribute to anxiety and disengagement. The review further identifies persistent gaps between student expectations and institutional practices, particularly concerning feedback quality, fairness, and clarity. To address these challenges, the study advocates for the integration of low-stakes formative assessment, enhanced feedback mechanisms, the development of feedback literacy, and more inclusive and context-sensitive assessment design. Overall, the review underscores the necessity of reconceptualising assessment as a collaborative, equitable, and learning-oriented process in higher education.
This study provides a narrative review of contemporary challenges in teaching English as a Foreign Language (EFL) in higher education across diverse international contexts. It synthesizes evidence from peer-reviewed studies published between 2020 and 2025. The analysis identifies six interrelated domains of difficulty: student-related factors (proficiency, motivation, anxiety), cultural and linguistic diversity, pedagogical and methodological constraints, community attitudes and perceptions, curriculum and assessment systems, and teacher, technological, and institutional limitations. Rather than representing isolated barriers, these challenges interact across policy, institutional, pedagogical, and learner levels. Positive attitudes toward English often coexist with critiques of inequality; Communicative Language Teaching (CLT) is endorsed in policy but undermined by exam-driven curricula; and technology promises innovation yet exacerbates inequities without adequate training and infrastructure. The review argues that sustainable improvement depends on systemic coherence across policy, institutional governance, curriculum design, teacher development, and learner-centered practice rather than isolated interventions. Future research should expand comparative research across underexplored regions, employ longitudinal designs to assess the durability of reforms, and critically examine the role of emerging tools such as artificial intelligence (AI) in language instruction. By integrating evidence across diverse educational contexts into a coherent multi-level framework, the study contributes a holistic perspective on improving EFL teaching in higher education.
A systematic review of feedback research in STEM higher education examines how students engage with feedback, the conditions that shape feedback literacy, and the role of emotional, cultural, and relational factors, contributing an integrated understanding of feedback engagement as a multi-layered and context-dependent process in STEM higher education.
P. Pirzada, Yue Chen, K. Chai· Education sciences· 0 citations
Student engagement and ownership are persistent challenges in higher education (HE), particularly in small, vocationally led institutions. This study investigates how curriculum co-creation can address these challenges within a United Kingdom (UK) micro higher education institution (HEI) specialising in live events education. The institution has a diverse student body, comprising a high proportion of neurodivergent and non-traditional learners. Students reported limited influence over curriculum decisions and a sense of tokenism in existing feedback mechanisms.Eleven undergraduate students participated in semi-structured interviews, analysed using Braun and Clarke’s (2022) reflexive thematic analysis. Findings revealed a strong interest in co-creation, with students identifying benefits such as increased motivation, confidence and a sense of community. Participants also highlighted the need for clear structures, scaffolding and inclusivity, alongside concerns about academic standards and readiness.The study emphasises the importance of staged implementation, dialogue-based feedback and harnessing relational strengths in small cohorts. It contributes to the literature by providing insights from a vocational micro HEI – an under-represented context – and offers practical recommendations for institutions seeking to move from consultation to genuine partnership in curriculum design.
Jennifer Snart· Compass: Journal of Learning...· 0 citations
Traditional educational assessment systems that emphasize grades often fail to provide meaningful feedback that supports continuous student learning improvement. Such summative-oriented reporting systems tend to position students as passive recipients of scores rather than active agents in ongoing learning development. In the context of digital transformation, there is an increasing need to shift assessment reporting paradigms toward more adaptive, formative, and learning-centered systems through digital assessment and feedback practices. This study aims to synthesize existing literature on the transformation of educational assessment reporting from a grades-centered approach into a learning improvement system supported by digital assessment and feedback practices, while identifying emerging models, trends, and pedagogical implications. This research employs a Systematic Literature Review (SLR) method following the stages of identification, screening, eligibility, and inclusion of relevant peer-reviewed articles from reputable academic databases. The data were analyzed thematically to categorize digital assessment practices, feedback models, and transformations in assessment reporting systems within the context of 21st-century education. The findings indicate that the shift from grades-centered reporting to a learning-centered assessment system is supported by three key elements: (1) the integration of digital technologies in formative assessment, (2) the design of feedback that is real-time, adaptive, and dialogic, and (3) the active involvement of learners in reflection and self-regulated learning processes. The study also reveals that digital assessment enhances learning transparency and improves the effectiveness of feedback in promoting academic performance improvement. This study proposes a conceptual contribution in the form of a synthesized model of assessment reporting transformation from traditional grade reporting to a Learning Improvement System (LIS) based on digital assessment and feedback practices. This model emphasizes a paradigm shift from outcome evaluation to continuous learning process improvement, while extending the literature on the integration of educational technology in learning-oriented assessment systems.
The growing shift from closed-book examinations to open-book assessments has prompted renewed debate regarding their influence on students’ academic performance and long-term knowledge retention. Critics argue that open-book formats may encourage superficial engagement with learning materials, whereas proponents contend that they foster deeper understanding by requiring students to apply knowledge, synthesise information, and solve complex problems rather than rely solely on memorisation. This teaching research project investigates student perceptions of these differing assessment types through a discrete online questionnaire administered to learners across levels 3 to 6. A further dimension of the study explores students’ reliance on artificial intelligence (AI) tools when completing open-book assessments. As AI technologies become increasingly accessible, their use raises important questions about academic authenticity, the development of independent critical thinking skills, and the extent to which students genuinely engage with subject content. By examining both attitudes toward assessment formats and patterns of AI use, this research aims to contribute meaningful insights to ongoing discussions surrounding effective assessment design. The findings have the potential to inform future pedagogical strategies, ensuring that assessment practices support both academic integrity and meaningful learning.
Juwayria Malik, Maham Afaq, Shamama Ahmad et al.· New Directions in the Teachi...· 0 citations
This paper presents findings from the Commencing Student Success Project (CSSP), conducted from 2021 to 2023 at the University of New England (UNE), a rural Australian university. The project examined pedagogical strategies that influence student engagement and retention among first-year students. The initiative involved 732 participants across six trimesters and identified five evidence-based strategies: flexible assessment submission portals, video explanations of assessments, clearly defined assessment rubrics, the provision of assessment exemplars, and consistent presentation within the learning management system. These strategies correspond with established theories in educational psychology and first-year pedagogy, which emphasise transparency, structure, and adaptability as essential for supporting students’ transition to higher education. Results indicate that formative assessment practices, particularly those that make academic expectations explicit and consider student diversity, were strong motivators for student engagement. The evidence-based approaches developed through the CSSP have proven transferable across institutions, with 20 Australian universities now implementing aspects of the program. The study concludes that incorporating student-identified engagement strategies provides a practical and cost-effective method for improving both student retention and satisfaction within higher education.
Ingrid Harrington, Martin Schmude, R. Whannell et al.· Student Success· 0 citations