Addressing Challenges and Finding Opportunities: Assessment in Higher Education

• In Event: Illuminating Instruction and Assessment to Support Student Success in Higher Education: International Perspectives

Abstract

Assessment in higher education (HE) has been under scrutiny in recent years. Calls to transform assessment in HE stem from the need for more equitable, inclusive, and culturally-responsive practices; from the emergence and impact of generative artificial intelligence (AI); and from the effects on current assessment practices on students’ wellbeing and health (Pascoe et al., 2020; Philpott & Joneja, 2022; Riberio et al., 2018). While significant strides have been made in K-12 educational assessment, from “testing learning of students to assessing for students learning” (Birenbaum & Feidman, 1998, p. 92), instructors in HE primarily use traditional assessments (i.e., tests/quizzes) that contribute to a mindset of “testing to pass” (Iannone & Simpson, 2015; Villarroel et al., 2018).

Traditional assessments in HE typically occur in person, individually, and in proctored settings. These assessments often take the form of fixed, easily scored formats (Efu, 2019). In contrast, authentic assessments are “a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills” (Mueller, 2005, p. 1). These assessments are student-centered (Shepard, 2019) and linked to higher levels of student learning outcomes (Murphy et al., 2017; Villarroel et al., 2018).

The purpose of this study is to explore the challenges and opportunities in HE to select non-test-based assessments – authentic and performance assessment tasks – to assess student learning. Guiding questions for this study include:
1. How prevalent are different types of assessments in one HE institution?
2. What strategies and resources do instructors use to transition assessments from test-based to non-test-based?

Methods and Results
A case-study design was used for this research based on instructor assessment practices in one Canadian HE institution. All instructors at the institution (N=793) were invited to complete a survey with a final participant rate of 404 instructors (see Table 1 for details). The survey included 14 questions across three sections: (1) current assessment practices, (2) support for summative assessments, and (3) future assessment opportunities. Analysis included descriptive statistics using R software and inductive coding using NVivo.

We found that instructors use a variety of assessment practices (see Table 2); the most frequent being written reports, papers, and/or essays (321); written examinations (247); quizzes (239); and group presentations (237). Yet, when asked about opportunities for future assessment practices with additional support and resources, instructors noted a need to “move into the 21st century” and “kill rote learning.” Instructors expressed the desire to use, for example, experiential learning, simulation, virtual reality, ungrading, opportunities for students to collaborate with community members, and mastery-based grading. However, they noted three overarching challenges: (1) course context, (2) training and development, and (3) academic integrity. In the complete paper, we describe each theme, showing the strategies and resources that can be leveraged to support shifts in HE assessment practices.

Significance
This research demonstrates instructors’ willingness to incorporate assessment alternatives while highlighting the supports required for change. The paper provides guidance on how to transform HE assessment to address ongoing challenges.

Authors

• Christopher DeLuca, Queen's University - Kingston

• Katrina Carbone, Queen's University - Kingston