A narrative review of assessment in higher education
DOI:
https://doi.org/10.38140/ijer-2026.vol8.2.06Keywords:
Assessment for learning, formative assessment, summative assessment, feedback and reflection, peer assessment, student engagement, higher educationAbstract
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.
References
Andrade, H. L., & Du, Y. (2005). Student perspectives on rubric-referenced assessment. Educational & Counselling Psychology Faculty Scholarship, 10(3), 1–12.
Asefi, F., Delaram, M., & Deris, F. (2017). Gap between the expectations and perceptions of students regarding the educational services offered in a school of nursing and midwifery. Journal of Clinical and Diagnostic Research, 11(4), JC01–JC04. https://doi.org/10.7860/JCDR/2017/21483.9640
Ashenafi, M. M. (2017). Peer-assessment in higher education: Twenty-first-century practices, challenges and the way forward. Assessment & Evaluation in Higher Education, 42(2), 226–251. https://doi.org/10.1080/02602938.2015.1100711
Barnett, R. (2000). Realizing the university in an age of supercomplexity. Buckingham, UK: Society for Research into Higher Education & Open University Press.
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678
Berliner, D. (2011). Rational responses to high stakes testing: The case of curriculum narrowing and the harm that follows. Cambridge Journal of Education, 41(3), 287–302. https://doi.org/10.1080/0305764X.2011.607151
Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 18(1), 57–75. https://doi.org/10.1080/07294360.2012.642839
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the student does (4th ed.). Maidenhead, UK: McGraw-Hill/Open University Press.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Bloom, B. S. (1971). Handbook on formative and summative evaluation of student learning. McGraw-Hill Book Company.
Bolt, S., Perrin, B. J., & Porter, S. (2013). Closing the loop with collegiate conversations in an Australian voluntary peer review of teaching program. International Journal on Teaching and Learning in Higher Education, 19(3), 1-15. https://doi.org/10.18848/1447-9494/CGP/v19i03/48643
Bourdieu, P. (1974). The school as a conservative force: Scholastic and cultural inequalities. In J. Eggleston (Ed.), Contemporary research in the sociology of education. London: Methuen.
Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, course design, and curricula: Implications for academic developers. International Journal for Academic Development, 16(2), 133-145. https://doi.org/10.1080/1360144X.2011.568690
Brown, G. T. L. (2022). The past, present and future of educational assessment: A transdisciplinary perspective. Frontiers in Education, 7, 1060633. https://doi.org/10.3389/feduc.2022.1060633
Burgess, A., van Diggele, C., Roberts, C., & Mellis, C. (2020). Feedback in the clinical setting. BMC Medical Education, 20(Suppl 2), 460. https://doi.org/10.1186/s12909-020-02280-5
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233. https://doi.org/10.1080/03075070600572132
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
Carney, E. A., Zhang, X., Charsha, A., Taylor, J. N., & Hoshaw, J. P. (2022). Formative assessment helps students learn over time: Why aren't we paying more attention to it? Intersection: A journal at the intersection of assessment and learning, 4(1), n1. https://doi.org/10.61669/001c.38391
Cho, K., & MacArthur, C. (2010). Student revision with peer and expert reviewing. Learning and Instruction, 20(4), 328–338. https://doi.org/10.1016/j.learninstruc.2009.08.006
Clauser, B. E. (2022). A history of classical test theory. In B. E. Clauser & M. B. Bunch (Eds.), The history of educational measurement: Key advancements in theory, policy, and practice (pp. 13–32). Routledge.
Colthorpe, K., Chen, X., & Zimbardi, K. (2014). Peer feedback enhances a "journal club" for undergraduate science students that develops oral communication and critical evaluation skills. Journal of Learning Design, 7(2), 105-119. https://doi.org/10.5204/jld.v7i2.198
Cook-Sather, A. (2020). Respecting voices: How the co-creation of teaching and learning can support academic staff, underrepresented students, and equitable practices. Higher Education, 79, 885–901. https://doi.org/10.1007/s10734-019-00445-w
Culver, C. (2023). Learning as a peer assessor: Evaluating peer-assessment strategies. Assessment & Evaluation in Higher Education, 48(5), 581-597. https://doi.org/10.1080/02602938.2022.2107167
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120. https://doi.org/10.3102/0034654312474350
French, S., Dickerson, A., & Mulder, R. A. (2024). A review of the benefits and drawbacks of high-stakes final examinations in higher education. Higher Education, 88(3), 893–918. https://doi.org/10.1007/s10734-023-01148-z
Gipps, C. (1994). Beyond testing: Towards a theory of educational assessment. London: Falmer Press.
Green, B. N., Johnson, C. D., & Adams, A. (2006). Writing narrative literature reviews for peer-reviewed journals: Secrets of the trade. Journal of Chiropractic Medicine, 5(3), 101–117. https://doi.org/10.1016/S0899-3467(07)60142-6
Hagenauer, G., & Volet, S. E. (2014). Teacher–student relationship at university: An important yet under-researched field. Oxford Review of Education, 40(3), 370–388. https://doi.org/10.1080/03054985.2014.921613
Haggis, T. (2003). Constructing images of ourselves? A critical investigation into 'approaches to learning' research in higher education. British Educational Research Journal, 29(1), 89–104. https://doi.org/10.1080/0141192032000057401
Hall, T. S. (2007). Improving self-efficacy in problem solving: Learning from errors and feedback. The University of North Carolina at Greensboro.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Jones, H., Yeoman, K., Gaskell, E., & Prendergast, J. (2016). Perceptions of university assessment and feedback among post-16 school pupils. Assessment & Evaluation in Higher Education, 42(8), 1233–1246. https://doi.org/10.1080/02602938.2016.1259388
Jonsson, A. (2014). Rubrics as a way of providing transparency in assessment. Assessment & Evaluation in Higher Education, 39(7), 840–852. https://doi.org/10.1080/02602938.2013.875117
Kessels, G., Xu, K., & Dirkx, K. (2024). Flexible assessments as a tool to improve student motivation: An explorative study on student motivation for flexible assessments. Frontiers in Education, 9, 1290977. https://doi.org/10.3389/feduc.2024.1290977
Khalil, M., Prinsloo, P., & Slade, S. (2022). In the nexus of integrity and surveillance: Proctoring (re)considered. Journal of Computer Assisted Learning, 38(6), 1589–1602. https://doi.org/10.1111/jcal.12713
Knight, P. T. (2001). A briefing on key concepts: Formative and summative, criterion and norm-referenced assessment (Assessment Series No. 7). York, UK: LTSN Generic Centre.
Knight, P. T. (2002). Summative assessment in higher education: Practices in disarray. Studies in Higher Education, 27(3), 275–286. https://doi.org/10.1080/03075070220000662
Kruger, L. J., Wandle, C., & Struzziero, J. (2018). Coping with the stress of high stakes testing. High Stakes Testing, 109-128.
Kusurkar, R. A., Orsini, C., Somra, S., Artino Jr, A. R., Daelmans, H. E., Schoonmade, L. J., & van der Vleuten, C. (2023). The effect of assessments on student motivation for learning and its outcomes in health professions education: A review and realist synthesis. Academic Medicine, 98(9), 1083-1092. https://doi.org/10.1097/ACM.0000000000005263
Levy-Feldman, I. (2025). The role of assessment in improving education and promoting educational equity. Education Sciences, 15(2), 224. https://doi.org/10.3390/educsci15020224
Liu, O. L., Bridgeman, B., & Adler, R. M. (2012). Measuring learning outcomes in higher education: Motivation matters. Educational Researcher, 41(9), 352–362. https://doi.org/10.3102/0013189X12459679
Mirzaei, M., Hoseini Shavoun, A., & Ahmari Tehran, H. (2025). Enhancing student motivation in higher education: Evidence-based strategies for effective teaching. Medical Education Bulletin, 6(1), 1005-1014.
Mowl, G., & Pain, R. (1995). Using self and peer assessment to improve students' essay writing: A case study from geography. Innovations in Education and Training International, 32(4), 324-335. https://doi.org/10.1080/1355800950320404
Natesan, S., Jordan, J., Sheng, A., Carmelli, G., Barbas, B., King, A., & Gottlieb, M. (2023). Feedback in medical education: An evidence-based guide to best practices from the Council of Residency Directors in Emergency Medicine. Western Journal of Emergency Medicine, 24(3), 479. https://doi.org/10.5811/westjem.2020.4.46060
Nicol, D. (2009). Assessment for learner self‐regulation: Enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34(3), 335–352. https://doi.org/10.1080/02602930802255139
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090
Nieminen, J. H. (2025). The paradox of inclusive assessment. Assessment & Evaluation in Higher Education, 50(4), 564-576. https://doi.org/10.1080/02602938.2024.2419604
Palomba, C., & Banta, T. W. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. Jossey-Bass, Inc.
Parker, A.M., Watson, E., Dyck, N., & Carey, J.P. (2021). Traditional versus open-book exams in remote course delivery: A narrative review of the literature. Proceedings of the Canadian Engineering Education Association (CEEA).
Pather, S., & Dorasamy, N. (2018). The mismatch between first-year students' expectations and experience alongside university access and success: A South African university case study. Journal of Student Affairs in Africa, 6(1), 49–64. https://doi.org/10.24085/jsaa.v6i1.3065
Planas Lladó, A., Soley, L. F., Fraguell Sansbelló, R. M., Pujolras, G. A., Planella, J. P., Roura-Pascual, N., ... & Moreno, L. M. (2014). Student perceptions of peer assessment: An interdisciplinary study. Assessment & Evaluation in Higher Education, 39(5), 592–610. https://doi.org/10.1080/02602938.2013.860077
Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London: Routledge Falmer. https://doi.org/10.4324/9780203507711
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144. https://doi.org/10.1007/BF00117714
Sadler, D. R. (2005). Interpretations of criteria-based assessment and grading in higher education. Assessment & Evaluation in Higher Education, 30(2), 175–194. https://doi.org/10.1080/0260293042000264262
Sarrico, C.S., & Rosa, M.J. (2014). Student satisfaction with Portuguese higher education institutions: The view of different types of students. Tertiary Education and Management, 20, 165–178. https://doi.org/10.1080/13583883.2014.900108
Schellekens, L. H., Bok, H. G., De Jong, L. H., Van der Schaaf, M. F., Kremer, W. D., & Van der Vleuten, C. P. (2021). A scoping review on the notions of assessment as learning (AaL), assessment for learning (AfL), and assessment of learning (AoL). Studies in Educational Evaluation, 71, 101094. https://doi.org/10.1016/j.stueduc.2021.101094
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602. https://doi.org/10.1016/j.ijer.2020.101602
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004
Smith, H., Cooper, A., & Lancaster, L. (2002). Improving the quality of undergraduate peer assessment: A case for student and staff development. Innovations in Education and Teaching International, 39(1), 71–81. https://doi.org/10.1080/13558000110102904
Sozer, E. M., Zeybekoglu, Z., & Kaya, M. (2019). Using mid-semester course evaluation as a feedback tool for improving learning and teaching in higher education. Assessment & Evaluation in Higher Education, 44(7), 1003–1016. https://doi.org/10.1080/02602938.2018.1564810
Struyven, K., Dochy, F., & Janssens, S. (2005). Students' Perceptions about Evaluation and Assessment in Higher Education: A review. Assessment & Evaluation in Higher Education, 30(4), 325–341. https://doi.org/10.1080/02602930500099102
Torrance, H. (2012). Formative assessment at the crossroads: Conformative, deformative and transformative assessment. Oxford Review of Education, 38(3), 323–342. https://doi.org/10.1080/03054985.2012.689693
Von der Embse, N. P., & Witmer, S. E. (2014). High-stakes accountability: Student anxiety and large-scale testing. Journal of Applied School Psychology, 30(2), 132-156. https://doi.org/10.1080/15377903.2014.888529
Watermeyer, R. (2012). From engagement to impact? Articulating the public value of academic research. Tertiary Education and Management, 18(2), 115-130. https://doi.org/10.1080/13583883.2011.641578
Wentzel, K. R., & Wigfield, A. (Eds.). (2009). Introduction to motivation at school. In Handbook of motivation at school (pp. 1–6). New York: Routledge.
Wickramasinghe, S. R., & Timpson, W. M. (2006). Mid-semester student feedback enhances student learning. Education for Chemical Engineers, 1(1), 126-133. https://doi.org/10.1205/ece06012
Wise, S. L., & DeMars, C. E. (2010). Low examinee effort in low-stakes assessment: Problems and potential solutions. Educational Assessment, 10(1), 1–17. https://doi.org/10.1207/s15326977ea1001_1
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Peter Merisi, Olaitan Ayotunde Shemfe, Raymond Emekako
This work is licensed under a Creative Commons Attribution 4.0 International License.
