Longitudinal Shifts in Spanish University Assessment: Continuity and Emerging Patterns

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

Abstract

Assessment in higher education plays a central role in shaping student learning, motivation, and institutional direction (Ruiz-Primo & Li, 2013; Wiliam, 2011). However, assessment cultures in universities are often rooted in summative traditions that prioritize certification over learning (Fox & Roehrig, 2015). Despite reform agendas such as the Bologna Process and an expanding literature on formative and inclusive assessment (Nieminen & Pesonen, 2022), shifts in practice remain slow. One major obstacle is the limited assessment literacy among university faculty, many of whom lack formal pedagogical training or support (Brownell & Tanner, 2012; Weiman, 2017). This study builds on a Spanish national baseline conducted in 2017 (Authors, Year), which found dominant reliance on final exams, minimal formative assessment, and strong disciplinary effects. The analysis presented here examines whether these trends have evolved over time.

Methods and Results
Mirroring the original study to ensure comparability, we collected 1,434 undergraduate course syllabi from 48 Spanish public universities between 2024 and 2025. To examine how assessment is designed and implemented across Spanish undergraduate courses, we applied the same coding framework used in the 2017 baseline study (Authors, Year), comprising 69 variables across six dimensions: course-level metadata, teaching methods, mention of formative assessment, detailed assessment instruments (presence, weighting, and use of self-/peer-assessment), competence alignment, and coder observations. A summary of the coding framework is presented in Table 1. We conducted coding reliability checks on a subset of cases by double coding (average κ = .83).

Compared to syllabi in the 2017 baseline study, we find a modest diversification in assessment formats in the current sample. Although final exams remain central, coursework and mid-term assessments are now more frequently included, particularly in first- and second-year courses. The average number of assessment instruments per course has remained stable. Self- and peer-assessment continue to be largely absent, mentioned in less than 6% of syllabi. Evidence of vertical progression in assessment complexity—i.e., an increase in the sophistication of assessment practices across academic years—is limited. Consequently, references to formative assessment or alignment with learning outcomes also remain rare. As in the 2017 study, faculty-level differences account for the greatest variation in assessment configurations.

Significance
The findings reflect continuity, inertia, and signs of modest progress. Despite international frameworks promoting active, student-centered assessment, institutional change has been incremental at best. Structural and cultural barriers such as departmental autonomy, workload constraints, and low incentives for pedagogical innovation, may explain the limited shift in assessment diversification (Bearman et al., 2024; Henderson et al., 2014). These results invite reflection on the design of faculty development initiatives, curriculum review processes, and regulatory frameworks. Building assessment literacy through department-embedded models or peer mentoring may offer more sustainable pathways for change. Finally, this study contributes to understanding how assessment could function as a gatekeeper vs. enabler of learning and inclusion in higher education (Stains et al., 2018).

Authors

• Ernesto Panadero, Dublin City University

• Javier Fernández-Ruiz, Universidad Autonoma de Madrid

• Juan Fraile, Fundación Universidad Francisco de Vitoria

• Alaitz Amezua, Universidad de Deusto

• Carlos Felipe Rodriguez-Hernandez, New Jersey Institute of Technology