Assessment revisited: a review of research in Assessment and Evaluation in Higher Education
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A review of articles published in Assessment and Evaluation in Higher Education, over the last eight years (2006–2013) on assessment in higher education, since the introduction of the Bologna process, is the subject of the paper. The first part discusses the key issue of assessment in higher education and the method used for selecting articles. The second part presents results according to the main emerging themes arising from data analysis: assessment methods, modes of assessment and assessment related to a given teaching and learning method. The paper concludes that the foci of the studies are aligned with assessment practices other than the written test, in accordance with a learner-oriented perspective. Although the implementation of the Bologna process has had different kinds of impact in different European countries, the review shows that the use and effects of a diversity of assessment methods in higher education have been investigated, particularly those pointing to the so-called alternative methods. Implications of the findings are discussed.
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The role of assessment in higher education improves grading capacity, motivation values, performance, and advancing learning.
“e role of assessment in higher education improves their grading capacity, motivation values, performance, and advancing learning [2,3].”
From Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education (2022) · cites this paper as [3]
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Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education
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Mei, P., Brewis, D. N., Nwaiwu, F., Sumanathilaka, D., Alva-Manchego, F., & Demaree-Cotton, J. (2025) · Computers in Human Behavior: Artificial Humans · doi:10.1016/j.chbah.2025.100140 · Cited by 50 · see citing works
“…results from the study feed into wider and complex discussions of the suitability of assessing work as individual or as relational (i.e. group work) (see also Dochy, Segers, & Sluijsmans, 1999; Van den Berg, Admiraal, & Pilot, 2006; Pereira, Flores, & Niklasson, 2016; Benvenuti et al., 2023).”
- Authors
- Pereira, D., Flores, M. A., & Niklasson, L.
- Affiliations
- University of Minho (PT)
- Mälardalen University (SE)
- Corresponding author
- Pereira, Diana
- ORCID
- Pereira, Diana
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2015-06-22
- Volume
- 41
- Issue
- 7
- Pages
- 1008-1032
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W1863058241
- Cited by
- 195
- References
- 60
- Citations by year
- 2026: 15 · 2025: 24 · 2024: 34 · 2023: 33 · 2022: 19 · 2021: 17 · 2020: 21 · 2019: 13 · 2018: 5 · 2017: 6 · 2016: 7 · 2015: 1
- FWCI
- 31.57
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- other-oa
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion, other-oa)
- Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion, cc-by-nc-nd)
- Funders
- Portuguese Foundation for Science and Technology (SFRH/BD/76175/2011)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Higher Education Teaching and Evaluation
- Keywords
- higher education assessment, Bologna Process, assessment methods, alternative assessment, written examinations, teaching and learning methods
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